Outline 


COURSE  OF  STUDY 

of  the 

PUBLIC  SCHOOLS 

of  the 

CITY  OF  ROCHESTER 
NEW  YORK 
1913 


Digitized  by  the  Internet  Archive 
in  2016 


https://archive.org/details/outlinecourseofsOOroch 


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13  JAN  1915 


Outline 

COURSE  OF  STUDY 

of  the 

PUBLIC  SCHOOLS 

of  the 

CITY  OF  ROCHESTER 
NEW  YORK 


1913 


UNITED  LITHO.  & PT0.  COS-,  ROCHESTER, 


ItflLAS 


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Table  of  Contents 


Page 

1.  Introduction 7 

2.  Time  Schedule 9 

3.  Kindergarten 10 

4.  Arithmetic 16 

5.  Reading 30 

6.  Spelling 41 

7.  Writing 42 

8.  English 45 

9.  History 62 

10.  Civics 65 

11.  Geography 68 

12.  Physiology 96 

13.  Nature  Study Ill 

14.  Drawing 117 

15.  Domestic  Art 137 

16.  Domestic  Science 143 

17.  Manual  Training 151 

18.  Music 163 

19.  Physical  Education 169 

20.  Fire  and  Accident  Prevention 200 

21.  Vocational  Course  for  Girls  : 

(a)  Elementary 222 

(b)  Advanced  227 

22.  Vocational  Course  for  Boys  : 

(a)  Elementary 229 

(b)  Advanced 232 

23.  Normal  Training  School 235 

24.  High  Schools 237 

25.  Book  List 246 


D 


Outline  Course  of  Study 

Adopted  by  the  Board  of  Education,  July  2,  1913 


This  revision  of  the  former  course  of  study  has  been  carried  on 
through  four  committees  of  principals,  each  committee  consisting  of 
three  members.  Every  elementary  school  in  the  city  has  been  affiliated 
with  some  one  of  these  committees,  thus  avoiding  duplication  and  at 
the  same  time  giving  a wide  field  of  teachers  and  principals  for  advis- 
ory purposes.  The  work  of  these  committees  has  not  included  the  so- 
called  special  subjects,  such  as  music  and  drawing,  nor  has  it  extended 
beyond  the  activities  of  the  elementary  school. 

Two  years  ago  a provisional  course  of  study  was  adopted  for  use 
in  all  grades.  Upon  the  committees  referred  to  rested  the  responsibility 
of  gathering  from  all  possible  sources  experience  with  this  provisional 
course  and  of  reformulating,  in  the  light  of  this  experience,  the  pro- 
posed course.  Thus  formulated  the  course  has  been  submitted,  as  far 
as  possible,  to  a committee  of  teachers  representing  all  grades  in  the 
system.  It  was  the  function  of  these  teachers  to  examine  critically 
the  proposed  course  and  to  report  back  such  modifications  as  they  might 
see  fit.  A general  committee  consisting  of  the  Superintendent  and  the 
chairmen  of  the  four  committees  named  constituted  the  committee  for 
final  action. 

Educational  theory  recognizes  the  systematic  development  of  all 
the  powers  of  the  growing  child  as  the  dominant  aim  of  elementary 
education.  This  aim  can  not  be  realized  except  as  TRAINING  in  all 
things  essential  to  the  welfare  of  the  child  becomes  a vital  consideration 


7 


in  the  school  room.  For  the  teacher,  the  approach  to  this  training  is 
through  the  body  of  knowledge  outlined  in  the  course  of  study.  The 
procedure  of  the  teacher  in  enabling  the  pupil  both  to  acquire  and  to 
use  this  body  'of  knowledge  determines  its  training  value  for  the  pupil. 
The  procedure  of  the  teacher  may  call  into  play  chiefly  the  memory  of 
the  pupil,  thereby  neglecting  training  in  power  to  judge  values,  initiate, 
organize  ideas  and  appreciate  ends.  Xo  course  of  study  can  adequately 
guard  against  this  tendency.  The  only  safeguard  is  intelligent  super- 
vision, teachers’  institutes,  supplementary  suggestions  to  the  course  of 
study  and  other  similar  means. 

The  body  of  knowledge  outlined  in  the  course  of  study  should  be 
an  expression  of  what  has  come  to  be  regarded  as  essential  to  the  indi- 
vidual who  would  adapt  himself  to  his  social,  civic  and  vocational  envi- 
ronment. The  legitimate  demand  for  elimination  from  our  courses  of 
study  can  be  met  in  part,  at  least,  by  eliminating  those  elements  which 
have  little,  if  any,  value  for  the  facts  they  contain  or  the  principles 
they  establish.  The  present  course  in  arithmetic,  for  example,  has 
eliminated  much  former  work  in  denominate  numbers,  a great  part  of 
commission,  taxes  and  insurance,  the  whole  of  customs,  duties,  broker- 
age, and  stocks  and  bonds,  on  the  ground  that  these  are  not  useful  to 
the  child  as  knowledge,  nor  are  they  in  any  way  essential  to  desirable 
training. 


8 


TIME  SCHEDULE 


Grades 

I 

II 

III 

1V 

: v 

VI 

VII 

I 

VIII 

Total 

General 

Exercises 

50 

75 

100 

50 

50 

55 

25 

25 

430 

Reading  and 

Literature 

500 

575 

500 

250 

250 

250 

150 

150 

! 2625 

Arithmetic 

225 

225 

250 

250 

250 

250 

250 

1700 

Spelling 

75 

100 

100 

75 

75 

75 

75 

575 

Writing 

75 

75 

75 

75 

75 

75 

75 

525 

Orhl  and  Written 
Language  and 
•Grammar 

Geography 

75 

200 

100 

Geog. 

100 

175 

j&His. 

250 

150 

250 

150 

250 

250 

115 

250 

1350 

965 

History 

50 

50 

200 

250 

550 

Nature  Study, 
Civics,  Physiology 
and  Hygiene 

100 

75 

75 

75 

85 

1 410 

Music 

50  ; 

50 

75 

75 

75 

60 

60 

60 

505 

Drawing  and 

Allied  Work 

75 

60 

60 

60 

65 

75 

75 

60 

530 

Manual  Training, 
Sewing  and 

Cooking 

40 

40 

40 

60 

60 

75 

120  j 

435 

Physical  Exercises 

75 

75 

75 

75 

75 

75 

75 

75 

600 

Total  Minutes 

for  Week 

825 

1450 

1450  | 

1500 

1500 

1500 

1500  1 

1500 

11225 

HOURS  FOR  DISMISSAL 


Grades 

I 

II 

III 

IV 

V 

VI 

VII 

VIII 

A.  M. 

11:40 

11:40 

11:40 

11:45 

11:45 

11:45 

11:45 

11:45  | A.  M. 

P.  M. 

3:25 

3:25 

3:25 

3:30 

3:30 

3:30 

3:30 

3:30  j P.  M. 

9 


A Suggestive  Course  of  Work  for 
Kindergartens 

UNDERLYING  PRINCIPLES. 

1.  To  cultivate  right  relationship  ] immunity 

2.  To  cultivate  a realizing  sense  of  our  dependence  each  upon  the  other. 

3.  To  cultivate  co-operation. 

4.  To  cultivate  a spirit  of  loving  service. 

THE  AIMS. 

I.  To  develop  each  child  physically,  mentally  and  morally: 

a.  In  physical  development,  through  play  and  games  and  work. 

b.  In  mental  development,  a cultivation  of  attention  and  con- 
centration through  the  exercise  of  the  five  senses. 

c.  In  moral  development,  the  training  of  right  habits — obedi- 
ence, punctuality,  order,  industry,  self-control,  courtesy, 
reverence. 

II.  To  give  an  elementary  knowledge  of  color,  form,  size,  number, 
comparison  and  sound,  also  to  train  in  ability  to  express  in  simple, 
clear  language  his  observations  and  experiences. 

These  aims  may  be  worked  out  under  the  following  heads : 

I.  In  Physical  Development  he  gains  control  through: 

1.  Rhythmic  movements — clapping,  tapping  with  feet,  swinging, 
hopping,  running,  marching,  skipping,  playing  band,  dramatic 
rhythm,  rocking-horse,  see-saw,  dancing  dolls  and  bears, 


10 


Jack-in-the-box,  birds,  swaying  trees,  bending  cornstalks, 
leaves  and  nuts  falling,  flying  kites,  rolling  hoops,  etc. 

2.  Gaines  and  Plays — finger  plays,  ball  games,  sense  games,  ring 
play,  including  dramatic  and  traditional  games. 

3.  Free  play  with  toys. 

II.  In  Language  he  gains  power  to  express  through: 

1.  The  repetition  of  nursery  rhymes,  finger  plays  and  folk  plays. 

2.  The  interchange  of  children's  experiences  in  the  home,  the 
school  and  out  of  doors. 

3.  The  stories  told  to  children  and  children’s  reproduction  of 
stories. 

4.  The  memorizing  of  simple  songs  and  verses. 

5.  The  careful  training  in  articulation,  pronunciation  and  dis- 
tinct speech. 

6.  The  constantly  increasing  vocabulary  as  a result  of  larger 
associations  and  experiences  in  the  kindergarten. 

III.  In  Music  he  gains  an  idea  of  tone,  sound  and  appreciation  through : 

1.  Listening  to  music. 

2.  Simple  tone  work — listening  to  sound,  reproducing  sound, 
imitation  of  bird  calls  and  sounds  of  animals,  calling  and 
whistling. 

3.  Singing. 

4.  Memorizing  simple  songs. 

IV.  In  Nature  Study  he  gains  power  of  observation  through : 

1.  Care  of  animal  and  plant  life. 

2.  Making  gardens. 

3.  Observation  of  forces  in  Nature,  sun,  wind,  rain,  snow — the 
seasons,  weather,  etc. 

4.  Walks  and  excursions. 

V.  In  Hand  Work  he  gains  self-control,  skill  and  power  to  think  and 
do  through : 


11 


1.  Building  with  blocks  at  table — large  blocks  on  the  floor. 

2.  Outlining  and  designing  forms  with  large  sticks,  tablets  and 
seeds  (horse-chestnuts)  used  on  the  floor. 

3.  Modeling  in  sand  and  clay. 

4.  Drawing — mass  work — blackboard  and  crayons. 

5.  Cutting — a.  Free,  simple  objects,  slash  cutting. 

b.  Line  cutting,  magazine  pictures  and  objects 
drawn  with  broad  lines.  f 

6.  Folding — Simple  forms,  using  large  paper  as  bogus  9x9. 

7.  Painting — Flat  washes  of  a single  color  and  simple  objects. 

8.  Weaving — a.  Cloth  on  large  looms — 

b.  Paper  weaving,  heavy  manilla  mats,  strips  2 in. 

c.  Felt  and  linen  mats. 

9.  Sewing — Cloth  and  card — Limited. 

10.  Construction — Cardboard  modeling  and  simple  toys  made  of 
wood  and  outside  material. 

VI.  In  Number  he  gains  the  fundamental  concepts  of  mathematics 
through : 

1.  Counting — Based  upon  child’s  interest  in  units  of  a kind  and 
continuity  of  tone  in  numbering  them.  Concrete  things,  as 
dolls,  balls,  marbles,  seeds,  stones,  shells. 

2.  Grouping — Arranging  units  of  a kind  in  twos,  threes,  etc. 
Useful  in  simple  designs. 

3.  Division  of  units — Separation  into  parts  and  combining  parts 
into  other  units  as  in  building  and  construction  work. 

4.  Measuring — Simple  measurements  and  comparisons  used  in 
all  hand  work  and  building. 

VII.  In  Form  he  gains  fundamental  ideas  of  proportion  and  symmetry 
through : 

1.  Observing,  comparing  and  contrasting  nature  forms,  as 
fruits,  vegetables,  nuts,  shells,  pebbles  by  direct  handling  in 
play. 


12 


2.  Type  solids — Used  as  a guide  to,  and  an  interpreter  of,  the 
forms  in  nature. 

3.  Handling,  comparing  and  dividing  type  solids  to  gain  a basis 
for  classification  of  concrete  objects  in  the  environment  of 
the  child  and  in  nature. 


TOPICAL  OUTLINE 
PURPOSE. 

The  purpose  is  to  illustrate  the  unity  existing  between  FroebeFs 
Mother  Play,  Nature  and  Community  Life. 

Mother  Play. 


I.  The  Greeting 
To  become 
acquainted 
The  family 


II.  The  Pigeon  House 
Sharing  experiences 
The  Carpenter 
Actively  connected 
with  shelter 


Nature. 

SEPTEMBER 

I.  Vacation  Experi- 
ences 
Parks 
Lakes 
Seashore 
Country 
Play  grounds 
Observation  of 
plants  and  animal 
life 

Family  Life  in  Na- 
ture 

Home  pets 
Kitten 
Dog 
Rabbits 
Pigeons 
Squirrels 


OCTOBER. 

II.  Preparation  for 
Winter 
Plant  fife 
Fall  fruits 
Ripening  seeds 
Falling  leaves 
Observation  of 
tree  buds 
How  protected 
Planting  bulbs 


Community  Life. 


I.  Greeting 

Exchange  of  vaca- 
tion experiences 
Family  life 
Members  of  Family 
Daily  interests  of 
each 

a.  Father’s  work 

b.  Mother’s  care 

c.  Brother’s  and 
Sister’s  interests 

d.  Baby’s  care  and 
playthings 


II.  Home  Occupation 

a.  Washing 

b.  Ironing 

(use  of  coal) 

c.  Sweeping 

d.  Cooking 
Canning 
Pickling 

e.  Sewing 

Winter  clothing 

Shelter 

The  Carpenter 
The  Mason 
The  Plumber 


13 


III.  Grass  Mowing 

Dependence  upon 
many  people  for 
comforts 
All  gone 
The  Church 
Expression  of  grati- 
tude 

Pat-a-cake 


IV.  The  Toyman 
Home  Festival 
The  Flower  Basket 
Expression  of  love 
in  service 


V.  Tick-Tack 

To  develop  habits  of 
order  and  punctu- 
ality 

The  Child  and  the 
Moon 

The  Boy  and  the 
Moon 

Little  Maiden  and 
Stars 


VI.  The  Knights 

Ideals  of  bravery, 
courtesy,  loyalty, 
courage,  charity 


NOVEMBER 

III.  Preparation  for 

Winter 
Animal  Life 
Harvest  of  Bees 
Harvest  of  Squir- 
rel 

Caterpillars 

Insects 

Migration  of  birds 
Hibernation  of 
animals 

Animals’  Winter 
Coats 

DECEMBER. 

IV.  Evergreen  Trees 
Christmas  Greens 

Holly 

Mistletoe 

Reindeer 


JANUARY 
V.  Time 

Seasons — colder  days 
Ice — snow 
Lights — sun,  moon, 
stars 


FEBRUARY 
VI.  Faithful  Animals 
Dogs 
Horses 


III.  Occupations 

Indirectly  related  to 
home. 

a.  Grocer 

b.  Baker 

c.  Miller 

d.  Milkman 

e.  Farmer 

f.  Huckster 
Thanksgiving  Festi- 
val 


IV.  Christmas  Prepa- 
rations 

1.  Home 

2.  School 
Santa  Claus 

His  Helpers 
Top  makers 
Toy  shops 
Story  of  First 
Christmas 


V.  Obedience  to  Law 
Arrangement  of 
home  and  school 
activities  in  rela- 
tion to  time. 
Winter  sports 
Lights — artificial 
Trades — 

Blacksmith 

Coalman 

Shoemaker 

Miner 


VI.  1.  Everyday  Heroes 
Postman  — Val- 
entine’s Day 
Firemen 
Policemen 
Trainmen 

2.  Our  Country’s 
Heroes 
Soldiers 
Sailors 
Lincoln  , 
Washington 

Our  Country’s 
Flag 


14 


VII.  Thp  Weather- 
Vane 

Consciousness  of 
unseen  power 
The  Window — 
The  Light  Bird 


VIII.  Fishes  in  the 
Brook 

Freedom  is  neces- 
sary for  life 
Right  environment 
Froebel’s  birth- 
day, April  21 


IX.  The  Little  Gar- 

dener 

Care 
Nurture 
The  bird’s  nest 
Study  of  nest  build- 
ing 

Mother  care 
The  pigeon  house 

X.  The  Farm  Yard 
Acquaintance  with 

animal  life  and  care 


MARCH 

VII.  Forces  in  Nature 
Wind 
Rain 

Sun  (circulation  of 
sap) 


APRIL 

VIII.  Awakening  of 

Life  in  Nature 
Plants — opening 
buds 

Animals — Rabbits, 
frogs  and  toads 
Coming  of  birds 


MAY 

IX.  Nature’s  Garden 
Wild  flowers 
Tree  blossoms 
Grasses 

Return  of  birds 
Nest  building 
Cocoons 

Our  kindergarten 
garden 

JUNE 

X.  Animal  Life  on  the 

Farm 

Horses 

Cows 

Sheep 

Hens — chickens 
Insect  life 
Bees 
Ants 
Spiders 


VII.  Wind  as  Helper 
and  Playfellow 

a.  Drying  walks 

and  clothes 

b.  Flying  kites 

c.  Sailing  boats 
Making  Maple 

Sugar 


VIII.  Preparation  of 
Spring  Clothing 
Water  in  the  home 

a.  Cleanliness — 

personal — 
home 

b.  Other  uses  of 

water 

a.  Boats 

b.  Mills 

IX.  Making  of  Home 

Gardens 
May  day 
Spring  sports 
Excursions 
Farmer’s  Spring 
planting 
Memorial  Day 


X.  Excursions  to  Coun- 
try, Park  and 
Lake 

Modes  of  travel 
Vacation  plans 


15 


Arithmetic 


It  is  generally  agreed,  on  the  one  hand,  that  the  study  of  Arith- 
metic should  develop  mental  power  along  the  lines  of  attention,  con- 
centration, judgment  and  reasoning;  on  the  other,  that  it  should  give 
to  the  child  such  skill  in  the  use  of  numbers  as  will  enable  him  to  per- 
form the  fundamental  operations  with  facility  and  accuracy  and  in 
such  a manner  that,  the  mere  mechanics  of  these  processes  shall  not 
retard  his  thinking.  The  following  quotation  from  Prof.  Henry 
Suzallo,  Teachers’  College,  Columbia  University,  in  his  report  to  the 
International  Commission  on  the  teaching  of  Mathematics  is  significant : 

“There  is,  in  ‘advanced/  as  well  as  in  reactionary  quarters,  a revolt 
against  the  tendency  to  objectify,  explain,  or  rationalize  everything 
taught  in  arithmetic.  On  the  whole  it  is  a discriminating  movement, 
for  this  opposition  to  ‘rationalization’  in  arithmetical  teaching,  and  in 
favor  of  ‘memorization’  or  ‘habituation,’  bases  its  plea  on  rational 
grounds,  mainly  derived  from  the  facts  of  modern  psychology. 

“A  study  of  actual  arithmetical  facts,  upon  which  this  opposition 
expresses  itself,  suggests  the  four  following  general  principles  as  to 
the  use  of  ‘rationalization’  and  ‘habituation’  as  methods  of  mastery : 
( 1 ) Any  fact  or  process  which  always  recurs  in  the  same  identical 
manner,  and  occurs  with  sufficient  frequency  to  be  remembered,  ought 
not  to  be  ‘rationalized’  for  the  pupil,  but  ‘habituated.’  (2)  If  a process 
does  recur  in  the  same  manner,  but  is  so  little  used  in  after  life  that 
any  formal  method  of  solution  would  be  forgotten,  then  the  teacher 
should  ‘rationalize’  it.  (3)  If  the  process  always  does  occur  in  the 
same  manner,  but  with  the  frequency  of  its  recurrence  in  doubt,  the 
teacher  should  both  ‘habituate’  and  ‘rationalize.’  (4)  When  a process 
or  relation  is  likely  to  be  expressed  in  a variable  form,  then  the  child 
must  be  taught  to  think  through  the  relations  involved,  and  should  not 
be  permitted  to  treat  it  mechanically  through  a mere  act  of  habit  or 
memory.  These  laws  will,  of  course,  not  be  interpreted  to  mean  that 
no  reason  is  to  be  given  a child  in  a process  like  ‘carrying’  in  addition. 


16 


The  reason  is  not  essential  to  efficient  mastery,  but  it  may  be  given  to 
add  interest  or  to  satisfy  the  specially  curious.” 

FIRST  GRADE. 

No  Formal  Number  Work. 

SECOND  GRADE. 

“B”  Class. 

Although  there  has  been  no  formal  number  work  previous  to  this 
grade,  the  children  have  incidentally  absorbed  many  number  facts. 

The  teacher  should  utilize  all  this  information  and  carefully  avoid 
attempting  to  teach  the  child  that  which  he  already  knows.  She  should 
make  him  feel  that  he  is  expected  to  contribute  information  rather  than 
give  him  the  impression  that  he  is  taking  up  a subject  entirely  new 
to  him. 

1.  Count  pencils,  books,  desks,  pupils  and  other  familiar  objects. 

2;  Select  a given  number  of  objects  by  counting. 

« Encourage  group  counting ; but  do  not  try  to  make  it  a matter  of 

memory. 

The  purpose  of  this  work  is  to  develop  number  concepts.  This  is 

entirely  different  from  teaching  abstract  number  facts. 

3.  Teach  concepts  of  difference  and  equality  by  means  of  comparisons. 

a.  Indefinite — with  lines,  using  terms : longer,  longest ; shorter, 
shortest. 

With  objects,  using  terms:  smaller,  smallest:  larger,  largest, 
etc. 

b.  Definite — using  the  terms : two  times  as  long ; one-half  as 
large,  etc. 

4.  Teach  inch,  foot  and  yard  by  means  of  actual  measurements. 

5.  Teach  reading  and  writing  of  numbers  up  to  100. 

6.  Teach  the  forty-five  combinations. 


17 


2 1 18  l 3 \ 17 


8 9 
8 7 


15 


9 8 3 4 

6 7°  21 


14 


7 9 8 , 3 5 4 

7 5 6 ° 3 12 


13 


698  7 645  19  6897 

745  ' 132  6435 


4765  ,,  4968 

4123  7253 


3857  1n  58967 

6142  1U  52143 


Note — After  the  combinations  have  been  duly  taught,  the  teacher 
should  lead  the  pupils  to  see  that  adding  a cipher  does  not  increase  the 
value  of  any  figure  or  set  of  figures. 

7.  After  completing  the  teaching  of  the  above  couplets,  use  three  fig- 
ures in  a group  and  drill  for  accuracy  and  speed. 


SECOND  GRADE. 

“A”  Class. 

1.  Simple  oral  problems  dealing  with  things  familiar  to  the  child  and 
affording  him  an  opportunity  to  apply  number  facts  that  he  has 
learned. 

2.  Continue  the  use  and  application  of  inch,  foot  and  yard. 

Measure  materials  used  in  the  regular  work  of  the  grade. 

3.  Estimate  and  test  lengths  and  distances. 

4.  Teach  the  following  table  from  actual  use  of  the  measures  and 
apply  in  simple  problems. 

2 pints=l  quart 
4 quarts=l  gallon 

5.  Use  cent,  nickel  and  dime  in  oral  problems  so  as  to  create  interest, 
arouse  mental  activity,  and  appeal  to  the  sense  of  utility  by  having 
the  children  deal  with  familiar  articles  and  prices. 

Remember  that  this  is  thought  work. 

6.  Review  the  forty-five  combinations. 

7.  Teach  reading  and  writing  of  numbers  to  1000. 

8.  Add  groups  of  two,  three  and  five  figures. 

Be  sure  that  the  children  understand  the  relation  of  the  forty-five 
combinations  to  the  addition  of  a column  of  figures,  e.  g.,  9+8,  29+ 
8,  89+8,  19+8,  etc. 


18 


9.  Teach  Subtraction. 

10.  Teach  carrying  and  add  three  columns  not  more  than  five  figures 
high. 

11.  Emphasize  rapid  and  accurate  oral  work  in  the  combinations,  and 
do  not  begin  the  written  work  until  this  has  been  secured. 

THIRD  GRADE. 

“B”  Class. 

1.  Continue  the  simple  oral  problems.  See  Second  Grade. 

2.  Review  the  table  of  Liquid  Measure  taught  in  Second  Grade. 

3.  Teach  dozen  and  half  dozen. 

4.  Teach  the  table  of  Dry  Measure  from  actual  use  and  application  of 
the  measures  in  simple  oral  problems. 

2 pints=l  quart 
8 quarts=l  peck 
4 pecks=l  bushel 

5.  Review  inch,  foot  and  yard  and  teach  pupils  how  to  measure  with 
the  foot  rule  in  inches  and  half  inches.  Apply  to  their  hand  work. 

6.  Continue  the  work  in  the  use  of  cent,  nickel  and  dime ; also  use  the 
quarter  and  half  dollar.  Be  sure  that  the  pupils  know  how  to  make 
change  properly. 

7.  Teach  reading  and  writing  of  numbers  to  six  places. 

8.  Continue  the  rapid  work  in  the  addition  combinations,  using  groups 
of  two,  three  and  five  figures.  Work  for  accuracy  and  speed. 

9.  Continue  the  work  in  Addition,  using  three  columns  five  figures 
high. 

10.  Continue  the  work  in  Subtraction,  using  six  figures  across. 

11.  Teach  the  thirty-six  sets  of  factors  from  products  in  the  order 
given  below : 


25 

4 

81 

9 

49 

64 

6 

15 

10 

14 

8 

27 

32 

20 

35 

30 

21 

40 

28 

45 

42 

54 

48 

56 

63 

72 

16 

24 

18 

12 

36 

19 


Note — Avoid  teaching  the  factors  of  the  various  products  in  rota- 
tion or  in  the  form  of  the  usual  tables.  Thirty-six  sets  of  factors  are 
obtained  by  omitting  those  sets  in  which  the  figure  one  appears  as  a 
factor ; also  those  sets  in  which  either  factor  is  more  than  nine. 

Children  will  learn  the  former  without  any  special  emphasis'  and 
will  not  need  the  latter  in  working  examples  in  multiplication  or  divis- 
ion. In  teaching  a set  of  factors  be  sure  that  the  children  are  able 
to  reverse  the  factors,  e.  g.,  7x4  — 4x7. 

Observe  that  the  products  in  the  last  line  have  more  than  one  set 
of  factors  and  so  are  taught  last. 

12.  Teach  Multiplication  with  one  figure  in  the  multiplier. 

“A”  Class. 

1.  Continue  the  oral  problem  work  as  in  the  “B”  Class. 

2.  If  pupils  are  able  to  do  the  oral  work  accurately  and  rapidly  they 
may  begin  simple  work  in  written  problems  involving  one  operation. 

3.  Review  Liquid  Measure  and  Dry  Measure  and  continue  to  apply 
these  measures  in  simple  problems. 

4.  Teach  Table  of  Time  and  apply  in  problems. 

60  seconds=l  minute 
60  minutes=l  hour 
24  hours=l  day 
7 days=l  week 

The  children  should  know  the  days  of  the  week  and  the  months  of 
the  year,  also  how  to  tell  the  time  of  day  readily  before  they  leave 
the  Third  Grade. 

The  following  may  prove  helpful  in  memorizing  the  number  of 
days  in  each  month : 

Thirty  days  hath  September, 

April,  June  and  November. 

All  the  rest  have  thirty-one 
Save  February,  which  alone 
Has  twenty-eight,  and  one  day  more 
We  add  to  it  one  year  in  four. 

5.  Continue  the  use  of  coins,  previously  taught,  in  oral  problems. 
See  statement  in  Second  Grade  A outline. 

6.  Teach  Roman  Numerals  to  and  including  L. 


20 


7.  Continue  the  rapid  oral  work  in  Addition  and  Multiplication.  Be 
sure  that  the  children  can  work  accurately  and  rapidly  in  class 
before  they  are  permitted  to  do  silent,  written  work  at  their  seats. 

8.  Continue  the  work  in  Addition,  using  three  columns  ten  figures 
high. 

9.  Continue  the  work  in  Subtraction. 

10.  Teach  Multiplication  with  two  and  three  figures  in  the  multiplier. 

11.  Teach  Short  Division,  avoiding  the  use  of  remainders  at  first. 

12.  The  meaning  of  signs  +,  — , x,  = should  be  taught  as  the 
teacher  has  occasion  to  use  them.  The  children  should  understand 
and  be  able  to  use  all  these  signs  before  they  leave  the  Third  Grade. 

13.  The  terms  sum,  minuend,  subtrahend,  remainder,  multiplier,  mul- 
tiplicand, product,  partial  product,  divisor,  dividend  and  quotient 
should  be  taught  as  the  teacher  has  occasion  to  use  them.  Be  sure 
that  the  children  know  the  meaning  of  all  these  terms  before  they 
leave  the  Third  Grade. 

FOURTH  GRADE. 

“B”  Class. 

1.  Continue  the  oral  problem  work  of  preceding  grades.  Short  men- 
tal tests  will  help  the  teacher  to  note  the  progress  of  each  child  in 
the  power  to  think  accurately  and  quickly.  This  part  of  the  work 
is  not  for  drill,  but  should  be  used  to  stimulate  mental  activity. 

2.  Review  Liquid  Measure,  Dry  Measure  and  Table  of  Time  by  using 
them  in  simple  problems  involving  one  operation. 

3.  Teach  Linear  Measure  as  a table  and  apply  in  problems. 

12  inches=l  foot 
3 feet=l  yard 
5280  feet=l  mile 

As  occasion  requires  teach 

Sy2  yards  or  \6y2  feet=l  rod 
320  rods=l  mile 

4.  Teach  how  to  measure  with  the  foot  rule  in  inches,  half  inches  and 
quarter  inches  by  actual  measurements.  Let  the  child  use  his  ruler 
enough  to  become  familiar  with  it. 


21 


5.  Teach  the  children  how  to  write  dollars  and  cents,  and  how  to  use 
the  same  in  problems. 

6.  Teach  reading  and  writing  of  numbers  to  seven  places. 

7.  Teach  Roman  numerals  to  and  including  C;  also  teach  values  of 
D and  M. 

8.  Continue  the  rapid  oral  work  in  Addition  and  Multiplication  as  the 
needs  of  the  class  may  require. 

9.  Continue  the  work  in  Addition,  using  four  and  five  columns  from 
six  to  ten  figures  high. 

10.  Have  enough  work  in  Subtraction  so  that  the  pupils  will  keep  the 
process  and  all  the  exceptions  clearly  in  mind. 

11.  Continue  the  work  in  Multiplication  with  two  and  three  figures  in 
the  multiplier,  calling  particular  attention  to  the  effect  of  ciphers 
in  multiplicand  and  multiplier. 

12.  Continue  the  work  in  Short  Division.  Use  remainders  and  empha- 
size the  various  exceptions,  e.  g.,  cipher  in  the  quotient,  etc. 

“A”  Class. 

1.  Oral  problem  work — See  Fourth  B outline. 

2.  Review  tables  of  measures,  previously  taught,  by  using  in  prob- 
lems that  do  not  involve  more  than  two  operations.  Present  the 
same  fact  in  a variety  of  ways  so  as  to  make  the  children  think. 
Avoid  using  problems  for  drill  work. 

3.  Teach  Avoirdupois  Weight  and  apply  in  problems. 

16  ounces=l  pound 
100  pounds=l  hundred  weight 
2000  pounds— 1 ton 

4.  Teach  gross  and  score  and  apply  in  problems. 

5.  Continue  problems  using  dollars  and  cents. 

Simple  bills  will  suggest  one  type  of  this  kind  of  problem. 

6.  Continue  the  reading  and  writing  of  numbers  according  to  the 
needs  of  the  class. 

7.  Continue  the  work  in  Addition,  Subtraction,  Multiplication  and 
Short  Division,  emphasizing  those  points  which  are  most  liable 
to  cause  inaccurate  work.  Drill  for  accuracy  and  speed. 


22 


OT 


8.  Teach  Long  Division,  using  two  figures  in  the  divisor  until  the 
children  have  mastered  the  various  steps  in  this  process ; then  use 
three  and  four  figures  in  the  divisor. 

STEPS:  Test  with  Trial  Divisor 

Multiply 
Compare 
Subtract 
Bring  down 

Be  sure  that  each  child  knows  how  to  use  the  trial  divisor  and  does 
not  “guess’”  at  the  quotient  figure. 

9.  Drill  in  all  Fundamental  Processes  for  accuracy  and  rapidity. 


FIFTH  GRADE. 

“B”  Class. 

1.  Develop  the  fraction  idea  with  concrete  material  as  far  as  it  may 
be  necessary. 

2.  Use  the  fractions  in  oral  and  written  problems. 

3.  Continue  problem  work  as  a means  of  reviewing  and  using  the 
various  tables  of  weights  and  measures  previously  taught.  (See 
Fourth  Grade  outline.)  This  work  should  be  a stimulus  to  mental 
activity  and  should  provide  thought  material. 

4.  Continue  reading  and  writing  of  numbers,  both  Arabic  and  Roman, 
according  to  the  needs  of  the  class.  It  is  rarely  necessary  to  go 
higher  than  billions  in  Arabic  numbers. 

Continue  the  work  in  the  fundamental  processes.  Place  special 
emphasis  on  that  part  of  each  process  in  which  failures  are  most 
frequent.  Devote  a few  minutes  every  day  to  a systematic  drill 
on  some  process  to  obtain  accuracy  and  speed. 

6.  Teach  the  multiplication  of  a whole  number  by  a mixed  number 
and  vice  versa  as  a part  of  the  fundamental  processes. 

7.  Teach  odd,  even  and  prime  numbers  ; also  meaning  of  “prime  to 
each  other.” 

8.  Teach  rules  for  divisibility  of  numbers  by  2-4-8;  3-6-9;  5-10. 

9.  Begin  formal  work  in  Common  Fractions  by  teaching  and  using 


23 


the  terms  integer,  fraction,  numerator,  denominator,  proper  frac- 
tion, improper  fraction,  mixed  number,  like  fractions,  unlike  frac- 
tions, terms  of  a fraction,  factor  and  common  factor. 

10.  Teach  how  to  change: 

a.  An  integer  to  a fraction. 

b.  A mixed  number  to  an  improper  fraction. 

c.  An  improper  fraction  to  a whole  or  mixed  number. 

11.  Teach  how  to  reduce  fractions  to  higher,  lower  and  lowest  terms. 
Teach  Greatest  Common  Divisor  as  applied  to  this  topic,  but  no 
more  exhaustively. 

12.  Teach  how  to  reduce  fractions  to  a common  denominator. 
Get  the  least  common  denominator  by  inspection  when  possible. 
This  is  the  place  to  accent  the  fact  that  the  denominator  gives  the 
name  to  the  fraction ; hence  common  denominator  means  same 
name.  Teach  Least  Common  Multiple  as  applied  to  this  topic,  but 
no  more  exhaustively. 

13.  Teach  Addition  and  Subtraction  of  Fractions  and  Mixed  Numbers. 

“A”  Class. 

1.  Continue  the  oral  problem  work.  (See  Fourth  Grade  B outline.) 

2.  Continue  written  problem  work  as  outlined  in  Fifth  B. 

3.  Continue  the  work  on  bills,  teaching  how  to  receipt  them. 

4.  Use  the  ruler  in  practical  work,  measuring  to  one-eighth  of  an  inch. 

5.  Develop  the  idea  of  surface  and  teach  Square  Measure. 

144  square  inches=l  square  foot 
9 square  feet=l  square  yard 
160  square  yards=l  acre 

Teach  as  you  find  it  necessary 

30*4  square  yards 

or  =1  square  rod 

272*4  square  feet 

f 

6.  Use  practical  problems  in  finding  simple  areas  from  given  dimen- 
sions ; also  in  finding  one  dimension  when  the  area  and  one  other 
dimension  are  given. 


24 


7.  Continue  to  read  and  write  whole  numbers,  also  dollars  and  cents, 
with  particular  reference  to  the  various  combinations  of  ciphers. 

8.  Continue  the  work  in  the  fundamental  processes  as  outlined  for 
Fifth  B.  • 

9.  Continue  the  work  in  Addition  and  Subtraction  of  Fractions  and 
Mixed  Numbers. 

10.  Teach  Multiplication  and  Division  of  Fractions,  using  Cancellation 
whenever  possible. 

11.  Use  compound  and  complex  fractions  simply  as  a means  of  review- 
ing the  above. 

12.  Teach  “of”  as  a sign  of  multiplication;  and  be  sure  that  the  pupils 
understand  the  meaning  of  “by”  in  “divided  by”  as  an  equivalent 
of  the  division  sign. 


SIXTH  GRADE. 

General  Statement. 

If  the  work  up  to  this  point  has  been  properly  done,  the  pupils 
should  be  able  to  perform  the  various  fundamental  operations  with 
such  accuracy  and  facility  that  the  teacher  may  now  devote  most  of 
the  time  to  the  development  of  the  child’s  reasoning  powers. 

A brief,  daily,  rapid,  systematic  drill  on  some  one  of  the  funda- 
mental processes  should  serve  to  maintain  and  even  increase  the  auto- 
matic power  which  the  child  has  gained  in  the  work  of  previous  grades. 

The  problems  of  these  last  three  grades  should  be  based  upon  the 
best  business  practice  of  the  day  and  should  represent  operations  of 
real.  life.  They  should  be  so  prepared  by  the  teacher  or  carefully 
selected  by  her  from  some  good  text,  as  to  meet  the  needs  of  the  class. 
No  arithmetic  can  take  the  place  of  a good  teacher.  The  wording  of 
the  problems  should  be  varied  as  much  as  possible,  and  absolute  accu- 
racy should  be  expected.  Pupils  must  comprehend  the  conditions  in 
a problem  before  attempting  its  solution.  They  should  be  taught  to 
look  for  what  is  given  and  what  is  required  as  the  first  step  in  prob- 
lem work. 

Less  time  should  be  given  to  explaining  problems  for  which  the 
pupils  are  unprepared ; and  more  time  devoted  to  solving  problems 
which  they  can  master  independently. 


25 


The  new  problem  which  is  being  taught  should  be  mixed,  in  the 
assignment  to  the  class,  with  problems  involving  other  principles  which 
have  been  previously  mastered,  so  that  pupils  must  discriminate  between 
the  new  and  the  familiar  types. 

The  work  of  all  preceding  grades  should  be  considered  a part  of 
the  work  of  each  of  these  grades,  and  the  various  tables  of  weights 
and  measures  previously  taught  should  afford  material  for  problems. 

The  practice  of  devoting  the  recitation  period  to  indiscriminate 
explanation  of  problems  prepared  during  the  study  period  is  wasteful. 
Much  of  this  time  should  be  used  for  mental  arithmetic  which  is  a 
very  important  part  of  the  work  of  these  grades. 

The  use  of  small  numbers  in  this  mental  work  enables  the  mind 
to  be  wholly  concentrated  on  the  conditions  found  in  the  problem  and 
thus  prepares  the  way  for  dealing  with  larger  numbers  and  is  a means 
of  stimulating  thought  in  the  written  work. 

“B”  Class. 

1.  Brief  daily  drill  on  fundamental  processes.  (See  “General  State- 
ment.”) 

2.  Review  all  processes  in  common  fractions,  using  them  both  in  prob- 
lems and  in  abstract  work. 

3.  The  range  of  problems  should  involve  all  principles  taught  in  this 
grade  or  preceding  grades.  A clear  method  of  statement  and  neat 
arrangement  of  work  should  be  rigidly  required. 

4.  Teach  Decimal  Fractions. 

a.  Show  relation  to  fundamental  processes  and  to  Common 
Fractions. 

b.  Meaning  and  use  of  the  decimal  point. 

c.  Notation  and  Numeration. 

d.  Effect  of  moving  decimal  point  to  right  or  left. 

e.  Placing  the  decimal  point  in  the  four  fundamental  processes. 

f.  Changing  common  fractions  to  decimals. 

g.  Changing  decimals  to  common  fractions.  ' 

5.  Review  square  measure  and  teach  cubic  measure,  applying  both 
in  practical  problems. 


26 


SIXTH  GRADE. 


“A”  Class. 

1.  Brief  daily  drill  on  the  fundamental  processes.  (See  “General 
Statement.”) 

2.  Continue  to  review  common  fractions  as  in  Sixth  Grade  B. 

3.  Review  decimal  fractions,  using  them  both  in  problems  and  in 
abstract  work. 

4.  Teach  Fractional  Relations. 

a.  Finding  a part  of  a number,  e.  g.,  f of  21. 

b.  Finding  what  part  one  number  is  of  another,  e.  g.,  What  part 
of  the  cost  is  the  loss  or  gain? 

c.  Finding  a number,  which  represents  the  whole,  when  a part 
is  given,  e.  g.,  Y of  the  pupils  or  27  are  present,  how  many 
belong  to  the  grade? 

5.  Memorize  the  following  equivalents  in  United  States  money  and 
use  in  oral  and  written  problems : 

T ¥’  lb  T’  T’  TT’  ib  ¥’  T’  t>  lb  ib  gb  tV  tV’  To’  e>  £>•  t ^ cents 

i-  r=r  33^  cents,  etc. 

6.  Board  Measure,  as  the  needs  of  the  pupils  may  require,  should  be 
taught  by  the  Manual  Training  teacher  in  connection  with  the 
regular  work  of  this  department. 

7.  In  reviewing  the  various  tables  of  weights  and  measures,  previously 
taught,  make  such  applications  of  the  principle  of  reducing  from 
a higher  to  a lower  or  a lower  to  a higher  denomination  as  you 
can  use  in  problems  of  real  life. 

SEVENTH  GRADE. 

“B”  Class. 

1.  Continue  brief  daily  drill  on  the  fundamental  processes.  (See 
“General  Statement.”) 

2.  Continue  rapid  oral  work  in  all  processes  of  common  and  decimal 
fractions. 

3.  At  least  one-half  of  the  problem  work  in  this  grade  should  involve 


27 


the  principles  taught  and  the  tables  of  weights  and  measures  used 
in  the  preceding  grades.  (See  “General  Statement.”) 

4.  Teach  the  language  and  meaning  of  Percentage  in  its  relation  to 
common  and  decimal  fractions. 

5.  Review  topic  5 of  the  Sixth  Grade  A outline  and  teach  the  per 
cent  equivalents. 

6.  Teach  the  .three  cases  of  percentage,  showing  the  relation  of  each 
to  the  work  in  common  fractions  as  outlined  in  topic  4 in  Sixth 
Grade  A. 

7.  Make  practical,  business  application  of  the  above  cases  to  the  sub- 
ject of  Profit  and  Loss. 


“A”  Class. 

1.  Drill  and  review  as  outlined  for  the  B Class. 

2.  Teach  the  first  case  in  Commission. 

3.  Teach  Simple  and  Trade  Discount  with  practical  applications. 
Review  bills  in  connection  with  this  topic. 

4.  Teach  how  to  find  premium  on  an  Insurance  Policy. 

5.  Teach  Simple  Interest  by  the  six  per  cent  and  one  other  method. 
This  topic  includes  the  subtraction  of  dates ; also  finding  the 
amount. 

6.  As  outlined  in  the  B Class  a large  part  of  the  problem  work  should 
deal  with  what  has  been  taught  in  the  preceding  grades. 

7.  Use  many  oral  and  written  problems  with  all  phases  of  the  work 
taught  in  this  and  preceding  grades.  Use  the  problems  for  thought 
and  not  for  drill.  (See  “General  Statement.”) 

EIGHTH  GRADE. 

“B”  Class. 

1.  Drill  and  review  as  outlined  for  the  Seventh  Grade. 

2.  Teach  Bank  Discount. 

a.  Promissory  note  with  and  without  interest. 

b.  Term  of  discount. 


28 


c.  Discount. 

d.  Proceeds. 

Oral  and  written  problems  in  this  work. 

3.  Teach  Ratio  and  Simple  Proportion. 

4.  Teach  Square  Root  and  its  applications  to  the  triangle. 

5.  Problem  work  as  outlined  in  the  Seventh  Grade  and  in  the  “Gen- 
eral Statement.” 


“A”  Class. 

1.  Drill  and  review  as  outlined  in  the  Seventh  Grade. 

2.  Review  the  applications  of  Square  Root  as  applied  to  the  triangle. 

3.  Review  problems  in  all  tables  of  weights  and  measures  previously 
taught. 

4.  Teach  the  subject  of  measurement  as  applied  to  the  triangle,  paral- 
lelogram, circle  and  cylinder. 

5.  Pupils  in  this  grade  should  become  familiar  with  such  common 
business  forms  as  the  following:  checks,  money  orders,  deposit 
slips,  receipts  and  endorsements. 

6.  The  pupils  of  this  grade  should  also  know  how  to  keep  a simple, 
personal  cash  account. 

7.  General  Review  (last  ten  weeks).  (See  “General  Statement.”) 


29 


Reading 

Reading  is,  beyond  comparison,  the  most  important  of  the  con- 
ventional school  exercises,  not  only  because  it  is  the  key  to  the  world’s 
great  literature,  but  because  any  considerable  advancement  in  the  other 
departments  of  school  work  is  impossible  without  it.  Hence  it  should 
receive  the  first  consideration  of  the  primary  teacher  in  the  preparation 
of  her  program  of  formal  work.  A child  who  has  completed  the  pri- 
mary grades  should  be  able  to  read  any  production  whose  thought  and 
vocabulary  he  can  comprehend.  If  any  considerable  number  of  normal 
children  can  not  do  this,  there  is  something  wrong  with  teacher  or 
method.  It  does  not  follow  from  this  that  a greatly  increased  amount 
of  time  should  be  put  upon  reading.  This  would  cause  weariness,  loss 
of  interest,  and  would  defeat  the  desired  end.  An  abundance  and 
variety  of  interesting  exercises,  properly  balanced,  afford  needed  men- 
tal relief,  stimulate  interest  and  reinforce  one  another. 

Dull  grind  upon  words  will  not  make  good  readers  in  any  sense. 
Interest  is  fundamental.  The  child  learning  to  read  must  be  consciously 
seeking  thought  through  the  symbol.  If  reading  is  well  taught,  chil- 
dren learn  to  read  without  much  conscious  effort  to  that  end.  The 
conscious  effort  will  have  been  expended  in  the  search  for  information 
or  other  object  of  interest,  and  reading  will  have  been  merely  the  new 
road  to  the  sought  for  goal. 

In  all  grades  the  teacher  should  constantly  bear  in  mind  the  impor- 
tance of  cultivating  a taste  for  good  literature.  Giving  the  child  pos- 
session of  the  art  of  reading,  without  the  power  to  discriminate  between 
good  literature  and  bad,  is  like  giving  him  a sharp  tool  without  instruc- 
tion as  to  its  proper  use.  Hence  no  demand  for  formal  exercises  as 
drill  work  or  for  other  purposes  should  ever  induce  the  teacher  to  give 
the  child  reading  matter  which  is  not  in  itself  worth  reading. 

If  the  course  of  instruction  in  the  reading  does  not  give  most  of 


30 


the  children  power  to  read  freely  and  with  good  expression  any  suitable 
material  and  to  discriminate  the  good  from  the  bad  and  choose  the 
good,  the  work  is  not  successful. 


I.  Texts 

From  the  standpoint  of  method  there  are  two  types  of  primary 
reading  texts  available.  One  type  makes  no  provision  for  giving 
through  the  pages  of  the  primer  or  first  reader  any  part  of  the  me- 
chanics of  reading.  The  other  type  does  attempt  to  provide  either  openly 
or  in  disguised  form  for  more  or  less  of  the  necessary  mechanics.  An 
example  of  the  first  type  is  to  be  found  in  the  primer  or  first  reader 
that  gives  the  simple  continuous  story.  There  is  no  reference  in  such 
a text  to  phonetics  nor  to  any  one  of  the  method  devices  or  method 
principles  involved  in  gaining  control  of  the  mechanism  of  reading. 
All  this  latter  work  is  to  be  provided  from  sources  other  than  the  read- 
ing text.  Examples  of  the  second  type  are  more  numerous.  Books 
of  the  second  type  vary  from  those  which  merely  involve  the  essential 
repetition  of  words,  to  those  which  attempt  to  incorporate  the  neces- 
sary instruction  in  phonetics. 

It  is  difficult  to  find  a sound  defense  for  the  ultimate  use  in  pri- 
mary work  of  books  other  than  the  first  type  named  above.  The  chief 
aim  in  reading  is  to  gather  the  continuous  and  unbroken  thought  from 
the  printed  page.  The  relation  of  the  mechanics  of  reading  to  the 
real  reading  which  should  be  carried  on  when  once  the  printed  page 
is  placed  before  the  child,  is  analogous  to  the  relation  between  spelling 
and  the  written  composition.  Spelling  is  taught  as  a subject.  Pure 
spelling  could  no  more  be  justified  than  could  pure  phonetics.  Spelling 
finds  its  application  in  the  written  composition.  No  teacher,  however, 
thinks  of  interjecting  comments  on  spelling  when  a child  is  writing  a 
composition.  What  is  desired  in  the  composition  is  the  continuous  flow 
and  expression  of  thought.  It  is  just  as  essential  in  reading  proper 
that  the  mechanism  of  phonetics  and  word  repetition  and  all  other 
details  involved  shall  be,  so  far  as  possible,  anticipated  before  the  read- 
ing lesson  begins,  thereby  holding  the  emphasis  on  the  big  thing  in 
reading,  which  is  the  gathering  of  the  continuous  thought,  as  it  is  to 
observe  the  same  care  in  not  interrupting  the  child  in  the  writing  of  his 
composition.  Of  course  there  are  times  when  wisdom  requires  that 


31 


the  reading  proper  shall  be  discontinued  and  the  unfamiliar  word 
attacked.  This  is  exceptional. 

It  should  be  stated  frankly,  therefore,  that  the  present  policy  with 
reference  to  primary  reading  will  aim  to  lead  ultimately  to  the  use  of 
those  primers  and  first  readers  which  make  no  provision,  disguised  or 
otherwise,  for  the  mechanism  of  reading,  but  which  present  the  simple 
story  in  continuous  form  and  leave  to  the  teacher  the  doing  of  all  things 
that  are  necessary  to  enable  the  child  to  get  that  simple  continuous  story 
presented. 

While  this  suggests  the  type  of  book  toward  which  we  should 
look,  nevertheless  no  primer  or  first  reader  will  be  adopted  as  a uniform 
requirement  for  all  schools.  The  books  for  the  first  year’s  work  in 
reading  will  be  supplied  as  supplementary  books  by  the  Board  of  Edu- 
cation. No  child,  therefore,  will  be  expected  to  purchase  a reading 
book  during  the  first  year  of  school.  All  basal  books  beyond  the  first 
year  will  be  purchased  by  the  children.  The  present  basal  text,  Step- 
ping Stones  to  Literature,  will  be  continued  until  further  notice.  All 
children,  therefore,  upon  the  completion  of  the  first  year’s  work,  will 
purchase  Book  II  in  the  Stepping  Stones  series.  So  far  as  possible 
sets  of  different  books  will  be  placed  in  the  schools  as  needs  and  oppor- 
tunities may  develop.  Requisitions  for  texts  may  be  made  by  Princi- 
pals. The  approval  of  these  requisitions  by  the  Superintendent  will 
constitute  the  only  form  of  adoption  necessary. 

II.  Mechanics  of  Reading 

I.  Introductory  Statement. 

The  ultimate  use  of  primary  reading  texts  which  provide  for  no 
part  of  the  mechanics  of  reading,  is  a challenge  to  the  highest  profes- 
sional spirit  of  our  teachers.  Frankly  stated  it  means  that  each  teacher 
of  primary  reading  must  master  the  principles  involved  and  must  inter- 
pret all  details  and  devices  in  the  light  of  these  principles.  There  should 
be  the  widest  possible  freedom  for  each  teacher  to  use  such  means  of 
reaching  the  desired  end  as  her  needs,  experience  and  ingenuity  may 
warrant.  On  the  other  hand  there  should  be  rigid  uniformity  in  the 
grasp  and  application  of  the  essential  principles  involved.  , Uniformity 
in  aim  and  principle,  freedom  and  variety  in  means  and  devices  make 
for  the  highest  professional  advancement  to  teacher  and  system  alike. 
To  this  end  the  following  statement  of  principles  is  made: 


32 


The  Vital  Association. 


The  experienced  reader  in  all  silent,  or  thought-getting  reading, 
apparently  makes  an  instantaneous  association  between  the 

a.  Visual,  or  sight  of  the  printed  word,  or  symbol,  and  the 

b.  Mental  concept,  or  meaning  of  the  word,  or  symbol. 

Since  the  teacher  of  primary  reading  aims  to  develop  in  the  chil- 
dren the  power  to  make  this  instantaneous  association,  it  is  essential 
that  the  main  laws,  or  principles  of  association,  shall  be  kept  in  mind. 
Of  these  laws,  or  principles,  three  are  of  special  importance.  In  gen- 
eral, the  strength  of  the  association  will  vary  with 

(1)  Intensity  of  the  Stimulus. 

We  naturally  remember  longest  those  things  which  produce  the 
strongest  impression  upon  us  at  the  outset.  Each  of  us  associates  cer- 
tain experiences  with  certain  times  and  places.  A child  badly  injured 
by  an  explosion  on  the  Fourth  of  July  forever  associates  the  day  and 
the  experience.  If  the  new  word  and  its  meaning  can  be  fused  by  a 
vivid  impression,  the  association  will  often  be  permanently  made.  This 
suggests  the  importance  of  not  attempting  too  many  new  words  in  any 
given  lesson,  as  well  as  the  importance  of  having  the  teacher  prepared 
to  present  every  new  word  as  vividly  as  possible.  In  this  connection 
it  will  repay  every  teacher  to  read  the  chapter  in  Dr.  Montessori’s  book 
on  The  Assignment  of  the  Lesson.  While  lessons  are  not  assigned  to 
the  beginner  in  reading,  the  principles  set  forth  in  this  chapter  admir- 
ably reveal  the  importance  of  gaining  the  intense  stimulus  through 
avoiding  a multitude  of  confusing  impressions. 

(2)  Interest. 

The  child,  like  the  adult,  retains  best  those  things  in  which  he  has 
a vital  interest.  Nothing  is  of  greater  concern  to  us  than  that  which 
meets  a conscious  need.  Childhood  is  vitally  interested  in  the  story. 
The  mechanics  of  reading  is  simply  a means  of  enabling  the  child  to 
get  for  himself  the  story  concealed  in  the  printed  page.  The  desire 
to  get  the  story  is  a strong  incentive  and  one  that  leads  to  an  interest 
in  the  means.  So  far  then  as  every  new  step  in  the  mechanics  can  be 
approached  through  an  activity  of  vital  interest  to  the  child,  so  far  the 
association  will  be  strengthened  and  retentiveness  secured.  In  fact,  if 
interest  is  to  be  secured  in  the  process,  it  must  be  secured  through  activ- 


33 


ities  that  appeal.  Physical  activity,  curiosity,  imitation,  etc.,  are 
instinctive  with  children,  and  every  such  instinct  should  be  made  use 
of.  This  involves  the  use  of  games,  rhymes,  and  other  means  so  well 
understood  by  the  primary  teacher. 

(3)  Repetition. 

It  is  generally  true  that  the  greater  number  of  times  a process  is 
performed  the  more  easy  and  automatic  the  process  becomes.  This  is 
the  law  of  association  most  commonly  used.  It  lies  at  the  basis  of  the 
so-called  drill  in  school. 


3.  Expression. 

It  is  exceptional  when  any  child  of  legal  school  age  has  not  gained 
from  his  environment  before  entering  school  all  the  experiences  nec- 
essary to  enable  him  to  get  readily  the  meaning  of  any  good  primer  or 
first  reader  story  that  is  read  aloud  to  the  child.  If  this  assumption  be 
valid,  then  it  is  obvious  that  oral  expression,  or  pronouncing  the  word 
aloud,  plays  an  especially  important  part  with  the  beginner,  since  by 
this  process  the  unknown,  or  visual  symbol,  is  interpreted  in  terms  of 
the  known,  or  auditory  stimulus.  In  this  process  the  chain  of  associa- 
tion is  as  follows : 


a.  Visual. 

This  consists  in  seeing  the  printed  word,  or  symbol.  For  exam- 
ple, the  word  cat . 


b.  Muscular. 

In  the  word  cat,  the  two  phonograms  c and  at  are  blended.  Once 
these  phonograms  have  been  taught  and  the  child  enabled  to  make  the 
blend,  the  vocal  organs  adjust  themselves  for  the  pronunciation  of  the 
word. 

c.  Auditory. 

Once  the  child  pronounces  the  word  aloud,  the  word  reaches  the 
ear  through  the  oral  stimulus  with  which  the  child  is  familiar.  This 
at  once  gives  rise  to  the 

d.  Mental  Concept,  or  Meaning  of  the  Word  Employed. 

As  the  child  develops  the  power  to  read  independently,  the  inter- 


34 


mediate  steps,  muscular  and  auditory,  are  apparently  eliminated  and 
the  association  of  word  and  concept,  steps  a and  d,  becomes  instanta- 
neous. This  is  true  in  all  silent  or  thought-getting  reading.  All  intel- 
ligent reading  aloud,  however,  involves  the  four  steps  stated. 

4.  Dramatization. 

The  chief  value  of  dramatization  in  primary  reading  is  related  to 
expression,  not  impression.  It  is  true  that  the  profound  interest  of 
the  child  in  dramatizing  makes  more  vivid  the  impression  and  so  secures 
a retention  in  memory  of  the  thought  content,  or  subject  matter.  For 
this  reason,  dramatization  is  a valuable  educational  factor  through  all 
the  grades.  There  is  probably  no  means  of  portraying  so  vividly  to 
the  child  an  important  historical  action  as  to  dramatize  it,  if  it  lends 
itself  to  dramatization.  As  a factor  in  the  mechanics  of  primary  read- 
ing, however,  dramatization  is  of  great  value  in  securing  natural  oral 
expression.  No  child  will  merely  pronounce  words  in  a dramatization 
which  interests  him.  He  will  rather  express  through  these  words  all 
the  meaning  which  they  convey.  As  a means  of  securing  free  and 
natural  expression,  therefore,  dramatization  should  be  freely  used  by 
the  teacher  of  primary  reading.  This  activity  recognizes  the  motor 
instinct  strongly,  and  no  instinct  of  childhood  is  of  greater  educational 
concern  or  value  than  the  motor. 

5.  The  Approach. 

There  is  common  agreement  to-day  that  the  names  of  the  letters 
of  the  alphabet  are  not  the  first  object  of  attack  in  primary  reading. 
In  fact  Germany,  through  national  regulation,  provides  that  primary 
reading  shall  not  be  approached  through  this  so-called  alphabet  method. 
The  important  thing  is  the  sound  or  value  of  the  letter,  not  the  name. 
But  is  the  sound  or  value  of  the  letter  the  first  object  of  attack?  Many 
maintain  that  the  order  of  procedure  should  be  first  the  sound  of  the 
letter,  then  the  combination  of  letter  sounds  into  words,  and  then  the 
combination  of  words  into  sentences.  This  synthetic  method  of 
approach  is  used  by  many  competent  teachers.  To  say  that  pupils  can- 
not be  taught  to  read  well  through  this  approach  is  contrary  to  the 
facts.  But  pupils  were  taught  to  read  when  the  approach  was  made 
through  the  names  of  the  letters. 

The  question  of  approach  turns  largely  on  the  question  of  interest. 
Keeping  in  mind  the  two  great  objects  in  reading,  to  enable  the  child 


35 


to  get  the  connected  thought,  and  to  enable  him  to  express  this  thought 
intelligently,  how  can  the  child  approach  these  needs  through  the  great- 
est intensity  of  interest?  From  this  point  of  view,  it  would  seem  that 
the  approach  would  be  first  through  the  connected  simple  story  as  told 
by  the  teacher.  Every  child  loves  the  story,  and  there  is  no  doxibt  as 
to  the  interest  of  a child  in  the  presence  of  a story  well  told.  This 
furnishes  a strong  incentive  for  enabling  the  child  to  acquire  the  means 
of  getting  the  story  for  himself  from  the  printed  page.  It  also  guar- 
antees a well  established  thought  content  in  the  mind  of  all  pupils. 

The  next  step  is  the  breaking  of  this  story  into  the  short,  simple 
connected  sentences  which  compose  it.  In  this  way  interest  is  still 
held,  and  the  connected  thought  element  is  impressed  upon  the  child 
as  the  important  thing.  Furthermore,  as  the  first  of  these  short  sen- 
tences is  placed  upon  the  blackboard  and  “read”  by  the  pupils  with  the 
aid  of  the  teacher,  the  oral  expression  is  in  terms  of  connected  thought. 
These  impressions  of  connected  thought-getting  and  connected  thought 
expression,  are  all  important.  They  are  natural  in  that  they  conform 
to  the  oral  language  life  of  the  child,  and  they  guard  at  the  outset 
against  the  mere  word  pronunciation  element  in  reading. 

The  next  step  breaks  this  simple  sentence  into  its  component  parts, 
the  words.  This  is  followed  by  the  breaking  up  of  the  word  into  letter 
values.  Here,  of  course,  comes  the  necessary  work  on  word  drill  and 
phonetics. 

To  summarize,  the  natural  approach  in  primary  reading  is: 

a.  The  simple  story  told  by  the  teacher. 

b.  The  simple  connected  sentence  written  upon  the  blackboard. 

c.  The  word. 

d.  The  letter  value. 


III.  Phonetics 

Immediately  following  this  preliminary  statement  is  the  required 
course  in  phonetics.  The  amount  of  work  that  will  be  suggested  as 
necessary  for  completion  each  semester  will  be  more  definitely 
described  in  the  teachers’  meetings  which  are  to  follow.  There  are  two 
valid  reasons  why  the  requirement  in  phonetics  should  be  uniform 
throughout  the  city.  In  the  first  place  phonetics  is  taught  for  the  pur- 
pose of  aiding  the  child  in  articulation.  In  the  second  place  the  sub- 


36 


ject  of  phonetics  has  come  to  be  regarded  as  necessary  if  the  child  is 
to  gain  the  power  that  will  enable  him  independently  to  work  out  pro- 
nunciation of  words.  It  is  comparatively  rare  that  the  meaning  of  a 
word  in  any  primary  text  is  not  known  to  the  child  when  once  the 
child  can  pronounce  aloud  the  word.  It  is  true  that  the  unit  in  read- 
ing is  the  sentence.  It  is  equally  true,  however,  that  the  unit  in  the 
mechanics  of  reading  is  the  letter  value,  or  sound,  and  not  the  name.  If, 
then,  two  such  essentials  as  articulation  and  power  of  independent  appli- 
cation in  reading  are  dependent  to  a great  extent  upon  phonetics,  then 
the  best  procedure  should  be  secured  and  applied  to  all  schools.  The 
use  of  this  power  may  be  applied  to  any  particular  book  within  the 
range  of  the  child  if  only  the  power  has  been  gained.  A uniform 
vocabulary  is  by  no  means  essential  if  uniform  strength  in  getting  at 
the  word  through  the  mastery  of  phonetics  has  been  created ; hence 
the  option  in  the  choice  of  primers  and  first  year  texts  and  the  uniform 
requirement  in  phonetics. 

The  time  necessary  for  each  teacher  to  do  the  work  required  in 
phonetics  cannot  be  stated.  It  is  naturally  true  that  the  minimum  time 
consistent  with  thorough-going  teaching  should  be  used.  Ways  and 
means  of  reducing  this  time  will  undoubtedly  develop  as  the  work 
proceeds. 

Phonetics  should  in  the  main  be  taught  in  separate  lessons,  pre- 
cisely as  spelling  is  taught  in  the  separate  lesson  and  applied  in  the 
work  of  composition.  This  clearly  provides  that  all  phonetics  taught 
shall  be  used  in  word  development,  thus  clearly  recognizing  that  pho- 
netics is  a valuable  MEANS  and  not  an  end. 


Phonetic  Work  for  First  B Grade 

In  the  teaching  of  phonetics  it  should  be  borne  in  mind  that  our 
language  is  far  from  being  a phonetic  language,  and  that  any  attempt 
to  teach  it  as  such  must  prove  a failure. 

We  can,  however,  give  to  the  beginner  in  reading  a great  deal  of 
power  if  the  sounds  of  letters  and  their  combinations  be  taught  in  the 
simplest  way. 

The  teacher  must  be  familiar  with  the  letters  as  to  those  having 
breath  sounds  and  those  having  vocal  utterance. 

The  following  outline  is  to  promote  clear,  distinct  articulation, 


37 


good  voice  modulation  and  correct  habits  of  speaking.  After  the  Sec- 
ond Grade  work  has  been  completed  the  teacher  should  know  that 
through  this  suggestive  outline  the  child  will  have  gained  power  to 
help  himself,  to  produce  expressive  and  thoughtful  reading,  and  that 
he  has  received  mental  discipline  and  real  culture. 

Outline — First  B Grade. 

Sounds  of  consonants.  Short  sounds  of  vowels  with  these  known 
consonants. 

Note — Begin  blend  as  soon  as  a few  consonants  and  the  short 
sound  of  “a”  have  been  given. 

Note — The  above  combination  will  form  basal  phonograms  from 
which  words  may  be  built  with  single  initial  phonograms  as  for  exam- 
ple : f-at ; p-et ; s-it ; n-ot ; c-ut. 

Note — Do  not  refer  to  these  basal  phonograms  as  families,  and 
do  not  give  them  in  lists.  Long  sounds  of  vowels  may  be  shown  here 
by  adding  (e)  to  the  above  list.  Here  is  the  best  place  to  give  rule 
for  final  (e). 

Note — List  of  common  phonograms  out  of  which  hundreds  of 
words  can  be  made : am — old — ail — eat — ill — ight — ing — all — ant — 

ink — air — ear — ash — end — ice  — ill — edge — out — ought — east — utter — 
arrow — oil — ounce. 

Note — Use  no  diacritical  marks ; speak  of  vowels  as  to  their  first 
and  second  sounds. 

Letter  names  are  to  be  given  during  this  term. 

Work  for  First  A Grade. 

Note — Upon  entering  the  First  A Grade  the  child  should  know 
the  names  and  sounds  of  all  the  letters. 

At  this  period  children  should  be  able  to  make  independently  any 
phonetic  word  of  one  syllable  found  in  any  first  reader  and  all  words 
of  two  syllables  having  such  ending  as:  ing — ly — en — ed. 

A constant  review  of  all  B Grade  work  should  be  given. 

Outline — First  A Grade. 

The  phonograms  for  this  grade  may  be  taken  from  this  list  as  the 
teacher  wishes  to  present  them : 


38 


oi ; oy ; g;  ish ; dr;  bl ; fl ; pi;  si;  br;  pr;  gl ; gr;  fr;  tr;  cl;  cr; 
ness  ; fill ; ck  ; less  ; ir ; ur  ; ar ; or ; oo. 

In  teaching  the  compound  phonograms,  such  as  dr ; br ; tr ; bl ; pi, 
and  so  forth,  the  greatest  care  should  be  taken  in  giving  the  correct 
presentation.  Use  a complete  word  and  reduce  until  the  compound 
phonogram  alone  remains  as : drain,  dra,  dr.  There  can  be  no  mistake 
as  to  the  ear-training  in  this  way ; the  child  will  work  it  out  for  him- 
self and  hence  avoid  the  common  error  of  giving  d and  r individual 
sounds. 

The  simple  rule  for  two  vowels  coming  together  is  to  be  taught 
at  this  time  so  that  the  child  may  gain  in  power.  After  having  such 
words  as  road ; read ; seed,  the  child  will  see  that  the  first  vowel  has 
its  name  sound. 

Work  for  Second  B Grade. 

Note — Upon  entering  Second  B Grade  the  child  should  be  able  to 
recognize  words  as  to  the  sound  of  vowel  therein  contained,  1st  or  2nd. 
(Rules  for  final  e — and  two  vowels  coming  together.) 

All  previous  work  should  be  reviewed  as  to  single  letter  sounding ; 
blend ; building  of  new  words  and  selecting  known  phonograms  from 
words  placed  upon  the  blackboard  by  the  teacher. 

Note — The  power  to  select  these  phonograms  as  to  initial,  basal 
and  final  should  be  brought  out  here. 

New  phonograms  for  this  term  may  be  taken  from  the  list  as  the 
teacher  needs  them. 

a ; a ; ar ; er ; ear ; or ; ir ; ur ; o ; u ; ew  ; ure  ; gh,  and  ph  sounded 

as  f. 

Work  for  Second  A Grade. 

New  phonograms : ar ; air  ; ear ; eir  ; ci ; ce  ; si ; se ; ti ; sound  as  sh. 

Note — Before  the  child  leaves  the  Second  A Grade  the  teacher 
should  be  sure  that  he  knows  all  previous  work  in  a clear  definite  way. 
No  child  is  ready  for  his  third  year  work  unless  he  knows  all  the  sounds 
of  all  the  vowels,  referring  to  them  as  to  having  their  1st ; 2nd ; 3rd ; 4th. 

Work  for  Third  Year  “Complete/" 

A complete  summary  of  all  previous  work  with  daily  drill  on  the 
building  of  words — selection  of  known  phonograms. 


39 


Marking  is  taken  up  in  this  grade  for  the  first  time,  also  the  names 
for  the  vowels  as  to  their  sound  in  certain  words,  using  the  dictionary 
form  for  the  1st  sound  of  A as  being  long;  2nd  sound,  short;  3rd 
sound,  Italian ; and  so  on. 

Examples  should  be  given  as  fate — fat — far — fall — fare — fast, 
placing  proper  marks  and  then  placing  words  upon  the  board  to  be 
marked  by  the  child. 

The  Fourth  Grade  teacher  should  not  be  asked  to  spend  time  upon 
pronunciation  and  enunciation  except  where  a word  of  uncommon  use 
occurs. 


40 


Spelling 

There  is  no  formal  work  in  spelling  in  the  first  and  second  grades. 
The  very  nature  of  the  work  of  enabling  the  child  to  grasp  the  mechan- 
ics of  reading  obviates  the  necessity  of  formal  spelling  in  these  grades. 

The  Alexander  Speller,  Book  I,  is  used  for  spelling  in  the  third 
and  fourth  grades. 

The  Alexander  Speller,  Book  II,  is  used  for  the  remaining  grades. 

As  these  books  are  used  the  lists  of  words  meet  admirably  the 
needs  of  the  different  grades. 

In  all  grades  above  the  second  there  must  be  a formal  spelling 
lesson  every  day.  In  these  lessons  the  pronunciation  of  every  word 
is  to  be  given  with  the  divisions  of  the  words  into  syllables. 

It  should  be  borne  in  mind  by  all  teachers  that  every  lesson  is  a 
language  lesson  and  a spelling  lesson. 


41 


Writing 

First  Grade. 

During  the  first  semester  the  writing  should  be  done  with  white 
crayon  on  the  blackboard,  the  writing  being  large  and  executed  with 
free  movement.  The  simple  arm  movement  exercises  should  also  be 
taught.  During  the  second  semester  blackboard  work  should  be  given, 
and  also  practice  on  paper  where  the  ruled  lines  are  placed  one  and 
one-half  inches  apart,  the  minimum  letters  occupying  one-half  of  this 
space  and  the  capitals  and  extended  letters  filling  the  full  space.  The 
writing  on  paper  should  be  done  with  the  arm  and  hand  slightly  raised 
from  the  paper  and  desk,  thereby  using  practically  the  same  free  move- 
ment for  the  pencil  writing  that  the  child  uses  at  the  blackboard. 

Second  Grade. 

The  same  movement  should  be  carried  into  the  writing  in  the  sec- 
ond grade  as  advised  for  the  second  semester,  first  year.  The  size  of 
the  writing  should  be  reduced  to  three-fourths  of  an  inch.  The  mini- 
mum letters  should  be  one-half  that  height.  Considerable  attention 
should  be  given  to  developing  the  arm  movement. 

Third  Grade. 

Pen  and  ink  is  first  used  in  this  grade.  The  free  movement  is 
continued,  but  the  right  arm  is  allowed  to  rest  lightly  upon  the  desk. 
Correct  position  of  the  hand  and  pen,  as  well  as  that  of  the  body,  should 
carefully  be  taught. 

The  Other  Grades. 

A schedule  of  the  Mills  System  of  Writing  books  is  given  below 
for  the  different  grades.  All  copies  should  be  faithfully  practiced  on 
loose  paper  before  any  work  is  placed  in  the  book. 

In  giving  a fifteen  minute  lesson,  about  five  minutes  should  be 
devoted  to  movement  drill  work,  five  minutes  on  loose  paper,  using 
the  copy  taken  from  the  book,  and  five  minutes  to  the  work  in  the 


42 


book,  writing  not  more  than  a half  page  during  one  lesson.  The  work 
during  each  semester  is  to  complete  the  copies  in  one  book.  Should 
the  teacher  complete  the  work  sooner  than  the  term,  the  pupil  should 
be  allowed  to  review  the  same  copies  on  loose  paper. 

Schedule  of  Mills  Writing  Books,  First  Semester. 

3  B Grade  Book  2 

3 A Grade  Book  3 

4 B Grade  Book  3 

4 A Grade  Book  4 

5 B Grade  Book  5 

5 A Grade  Book  5 

6 B Grade  Book  6 

6 A Grade  Book  6 

7 B Grade  Book  7 

7 A Grade  Book  7 

8 B Grade  Book  7 

8  A Grade  Book  8 

Schedule  of  Mills  Writing  Books,  Second  Semester. 

3  B Grade  Book  2 

3 A Grade  Book  3 

4 B Grade  Book  4 

4 A Grade  Book  4 

5 B Grade  Book  5 

5 A Grade  Book  6 

6 B Grade  Book  6 

6 A Grade  Book  7 

7 B Grade  Book  7 

7 A Grade  Book  8 

8 B Grade  Book  8 

8  A Grade  Book  8 

Much  of  the  success  of  the  penmanship  work  depends  upon  the 
practical  application  of  the  movement  and  the  correct  formation  of  the 
letters  in  the  actual  daily  written  work  of  the  pupil.  An  accurate  esti- 
mate may  be  gained  of  the  pupil’s  progress  in  writing  by  the  way  he 
uses  it  in  the  regular  lesson  work.  The  spelling  lesson  is  perhaps  the 
best  in  which  to  insist  upon  proper  movement,  although  the  correct 
way  of  writing  should  be  insisted  upon  in  all  the  daily  work. 


43 


Personal  Help. 


The  importance  of  the  teacher’s  being  able  to  write  with  this  move- 
ment can  not  be  over  estimated.  A few  strokes  from  the  teacher’s  pen 
at  the  desk  of  the  backward  pupil  will  often  encourage  the  poorest  of 
writers  to  improve. 


44 


English 

The  Course  of  Study  in  English  provides  for:  (1)  A general  out- 
line for  all  grades;  (2)  A general  digest  of  the  course  in  all  grades; 
(3)  A syllabus  for  each  grade.  The  general  outline  and  the  digest 
only  are  printed  in  this  course.  The  syllabus  in  each  case  simply  gives, 
in  the  way  of  suggestions  and  references,  such  details  as  are  helpful 
for  the  individual  teacher.  The  full  outline  of  the  course,  however, 
is  included  in  the  course  herein  printed. 

General  Outline. 

This  general  outline  gives  the  theory  and  forms  the  basis  of  the 
course  in  each  of  the  eight  grades. 

“A”  SOURCES  OF  THOUGHT  MATERIAL— IMPRESSION. 

I.  Experiences  of  the  Child's  Life. 

1.  Personal. 

A.  Home  Life. 

B.  School  Activities. 

C.  Street  Incidents. 

D.  Child’s  Knowledge  and  Observation  of  Nature. 

2.  Social — Child’s  Environment  and  Relation  to  Society  and 
Humanity. 

3.  Industrial — Child’s  Knowledge  and  Observation  of  Indus- 
tries. 

4.  Civic — Child’s  Knowledge  and  Observation  of  Civic  Life. 
II.  Literature. 

1.  Poetry — Poems  to  be  memorized  or  read. 


45 


2.  Prose — Stories  and  selections  from  literature. 

3.  Grade  Libraries. 

III.  Pictures. 

IV.  Other  Subjects  of  the  Grade. 

“B”  REACTION  FROM  THOUGHT  MATERIAL— EXPRES- 
SION. 

I.  Expression  Through  Color,  Ink  and  Scissors. 

II.  Expression  Through  Dramatization. 

III.  Oral  Expression. 

1.  Conversation. 

2.  Reproduction. 

3.  Invention. 

IV.  Written  Expression. 

1.  Reproduction. 

2.  Invention. 

3.  Letter  writing. 

“C”  TECHNICALITIES  OF  EXPRESSION. 

I.  Arrangement. 

II.  Technical  Language  and  Grammar. 

III.  Copying,  Dictation  and  Writing  from  Memory. 

IV.  Correct  Use. 


General  Digest. 

“The  work  of  each  grade  must  be  done  in  the  light  of  the  course 
as  a whole.”  Professor  Chubb — “Teaching  of  English.” 


46 


In  order  to  get  the  relation  of  each  grade  to  preceding  and  suc- 
ceeding grades,  the  teacher  should  remember  that,  while  each  grade 
must  review  and  extend  the  work  of  earlier  grades,  in  the  main,  only 
the  new  or  advance  work  for  any  one  grade  is  given  in  this  digest. 

“A”  SOURCES  OF  THOUGHT  MATERIAL— IMPRESSION. 
Grade  IB  and  8 A inclusive — See  General  Outline. 

“B”  REACTIONS  FROM  THOUGHT  MATERIAL— EXPRES- 
SION. 

I.  Expression  Through  Color,  Ink  and  Scissors. 

II.  Expression  Through  Dramatization. 

III.  Oral  Expression. 

1.  Conversation:  Reactions  from  “A”  I and  IV. 

IB.  Answer  teacher’s  questions — Correct  sentences.  En- 
courage observation — Coherence. 

1A.  Topics  from  child’s  experience,  observation  and 
knowledge. 

2B.  First  grade  continued  and  extended. 

2A.  Train  for  coherence  and  sequence  of  time  and  event. 

Keep  to  the  topic ; teacher  merely  to  guide  the  con- 
versation. 

3B.  Fewer  topics  and  more  thorough  treatment.  Greater 
accuracy  in  observation.  Teacher’s  plan  of  questions 
to  direct  conversation. 

3A.  Few  topics  fully  developed.  Begin  investigation  of 
new  and  unfamiliar  topics.  One  topic  extended  over 
several  lessons. 

4A-B.  Conversation  is  oral  preparation  for  oral  invention. 
Recitations  in  History  and  Geography  are  drills  in 
conversation.  Begin  speaking  before  others.  Aim 
for  habits  of  clear  expression  and  correct  use  in  all 
recitations.  List  errors  for  attention  in  language 
period. 


47 


5A-B.  Report  and  discussion  following  investigation. 
Elaboration  of  topic  to  maintain  interest.  Definite 
assignments  to  individuals  for  investigation.  Top- 
ical recitations  in  other  subjects.  Correct  habits  of 
expression  in  all  recitations. 

6A-B.  Two  purposes — 1.  An  oral  preparation  of  subject- 
matter  for  the  purpose  of  oral  inventive  expression. 
2.  To  emphasize  the  natural  relation  of  expression 
in  other  recitations  to  expression  in  language. 

Limit  the  topic.  Begin  reference  studies. 

7A-B.  Conversation — The  first  approach  to  a new  topic. 
Encourage  pupils  to  take  initiative.  Elaborate 
topics  in  other  subjects.  Reference  studies  in  His- 
tory and  Geography. 

Recitation — Correct  habits  of  expression  in  all 
recitations.  Encourage  independent  preparation 
and  recitation  of  lessons. 

8A-B.  Recitation — Drill  for  correct  use.  Pupils  held 
responsible  for  all  recitations.  Extend  topics  from 
other  subjects.  Reference  studies. 

Dissertation — Topics  developed  in  class  room  or 
assigned  for  home  study.  Biographical  topics  pref- 
erable. Teacher  passive;  pupils  active. 

2.  Oral  Reproduction  : Reaction  from  “A”  II  and  IV. 

IB.  Introduced  late  in  term.  Stories  involving  repetition 
and  having  clear  beginning,  related  middle,  and  defi- 
nite close. 

1A.  Orderly  arrangement  of  beginning,  middle,  and  close, 
a means  of  giving  first  conception  of  oral  para- 
graphing. 

2B.  Stories  short  and  simple.  Follow  sequence  of  events. 
First  co-operatively  and  later  by  individuals. 

2A.  Gradual  increase  in  number  of  events.  Logical, 
orderly  reproduction  as  a conscious  step  toward  oral 
paragraphing. 


48 


t 


3B.  Reproduce  only  a few  of  best  stories  given.  Teacher 
reproduces  the  less  interesting  parts.  Questions  or 
groups  of  guide  words  to  insure  logical  sequence  or 
to  indicate  paragraphing.  Occasional  independent 
reproduction. 

3A.  Continue  3B  with  enlarged  vocabulary. 

4A-B.  Stories  with  easily  distinguishable  parts.  Charac- 
ter portrayal  from  stories.  Repeat  for  correction 
of  language  forms.  Pupils  give  suggestions  for 
improvement.  In  4B  guide  words  gradually  replaced 
by  topics  and  sub-topics  which  lead  to  the  co-opera- 
tive outline  in  4A. 

5A-B.  Character  portrayal  emphasized.  Co-operative  out- 
lines, an  aid  to  independent  reproduction.  Self  help 
stimulated  by  criticism  of  another’s  work. 


6A-B.  Gradually  introduce  longer  selections  from  litera- 
ture. Topics  assigned  from  other  subjects.  Selec- 
tion read  or  told  in  one  lesson,  discussed  in  second 
and  reproduced  in  third.  Short  reproductions  for 
concentration,  narration,  description,  exposition. 

7A-B.  Gradual  reduction  of  reproduction  in  favor  of  more 
invention.  Immediate  reproduction  of  short  stories 
with  definite  plots  or  clear  character  portrayal. 
Include  narration,  description,  and  exposition. 
Develop  power  for  independent  outlines  which  are 
required  for  reproduction  of  selections  from  litera- 
ture. 


8A-B.  Proportion  of  reproduction  decreased.  Reproduce 
an  occasional  short  story.  Reproduce  selections 
from  literature.  Encourage  declamation.  Pupils 
criticise  one  another’s  reproduction.  Limited  prac- 
tice in  argumentation. 


3.  Oral  Invention  : 


Reactions  from  “A”  I,  III  and  IV. 
Resultant  of  conversation. 


Inventive  expression  is  not  a creation  of  ideas  but  rather 
invention  of  expression  and  development  of  personality. 


49 


IB.  Short  sentences  given  by  the  children. 

1A.  Pictures  to  stimulate  original  sentences. 

2 B.  Children  dictate  sentences ; after  co-operative  altera- 
tions teacher  writes  them  on  blackboard.  Encourage 
originality  for  free,  spontaneous  self-expression. 

2A.  Copy  from  blackboard  sentences  developed  as  in  2B. 
Free  use  of  pictures.  Suggestive  words  or  phrases 
as  an  aid  in  making  mental  pictures. 

3B.  Use  topics  developed  in  conversation  for  more  sus- 
tained efforts  in  oral  invention  and  speaking  before 
others. 

3A.  Extension  of  3B. 

4A-B.  Work  based  upon  conversation.  Completing  an 
unfinished  story.  Original  stories.  Original  sen- 
tences concerning  a given  topic  studied  for  logical 
order  and  paragraph. 

5A-B.  Speaking  before  class  for  self-control,  self-respect, 
and  forcible  style.  Elaboration  of  topic  sentence. 
Expect  greater  spontaneity  than  in  reproduction. 

6A-B.  Review  well  prepared  topics  for  drill  in  speaking 
before  others.  Pupils  add  to  stories  previously  re- 
produced. Amplify  a proverb,  fable  or  newspaper 
heading. 

7A-B.  Pupils  speak  without  previous  preparation  from 
knowledge  already  acquired.  Review  well  prepared 
topics  for  longer  and  more  sustained  efforts.  Aim 
for  self-possession,  self-poise,  and  self-respect 
through  connected  and  independent  discussion  of 
a given  topic.  Practice  expanding  a topic  sentence. 
Translate  pictures  into  language  story.  Give  men- 
tal pictures  from  suggestive  phrases.  Amplify 
proverbs.  Elaborate  topics  from  History,  Geog- 
raphy, Nature  Study,  etc. 


50 


8A-B.  Dissertation : Prepare  to  meet  increasing  demands 
of  Eighth  Grade  and  High  School.  Encourage 
impromptu  dissertation.  Class  debates.  Reports 
on  current  events.  General  independent  thinking 
and  self-expression. 


IV.  Written  Expression. 

(No  subdivisions  until  third  grade.) 


The  proportion  of  written  to  oral  expression  by  grades  is  as 
follows : 

First  Grade 
Second  “ 

Third  “ 

Fourth  “ 

Fifth 
Sixth 
Seventh  “ 

Eighth  “ 

2B.  Copy  one  to  three  sentences  previously  developed  by 
reproduction  or  invention  and  written  on  blackboard. 
Write  sentences  in  co-operation  with  teacher.  Orig- 
inal sentences  to  contain  given  words  related  in 
thought. 


no  written 
one-fifth  written 
one-fifth 
one-fourth  “ 
one-third  “ 
one-third  “ 
one-half 
one-half 


oral 


all  oral 
four-fifths 
four-fifths 
three-fourths  “ 
two-thirds  “ 
two-thirds  “ 
one-half 
one-half 


2A.  Four  or  five  sentences  the  maximum.  Use  of  guide 
words  related  in  thought  and  logical  in  order. 


1. 


Written  Reproduction  : 


Reactions  from  “A”  II  and  IV. 
Resultant  of  Oral  Reproduction. 


3B.  Only  a few  of  the  oral  reproductions  written.  Copy 
one  (later  two)  paragraphs  written  as  a result  of  oral 
reproduction.  Dictation  of  one  (later  two)  para- 
graphs previously  developed  orally.  Independent 
reproduction  of  simple  stories.  Guide  words 
grouped  to  indicate  paragraphs,  one  at  first,  later  two. 


3A.  New  words  learned  or  placed  on  board  before  work 
begins.  Encourage  appropriation  of  words  and 
phrases  of  the  author  for  enrichment  of  vocabulary. 
Divide  longer  stories  into  parts.  Number  of  para- 
graphs increased  to  two  or  three. 


51 


415.  Co-operative  paragraphing.  Continue  relation  of  sen- 
tences in  a paragraph.  Study  the  relation  of  para- 
graphs in  a selection  as  suggested  in  the  development 
of  topics  and  sub-topics.  Increasing  use  of  co-opera- 
tive outlines  in  longer  reproductions,  studied  in  parts. 

4A.  Gradually  lead  up  to  independent  paragraphing.  Con- 
tinue relations  of  sentences  and  paragraphs.  Com- 
parison of  pupil’s  work  with  standards  developed. 
Reproductions  written  as  a whole.  Best  work  read 
to  class  as  a model.  Extended  use  of  co-operative  out- 
lines. Avoid  slavish  following  of  exact  words 
and  phrases  of  author.  Short  reproductions  without 
outline.  Topic  or  opening  sentence  noted  for  central 
thought  of  paragraph. 

5A-B.  Independent  paragraphing.  Expect  proper  use  of 
related  sentences  in  a paragraph,  related  paragraphs 
in  written  papers,  and  use  of  topic  or  opening  sen- 
tences. Co-operative  outline  limited  to  two  or  three 
main  topics.  Three  or  four  paragraphs  in  written 
papers.  Pupils  correct  their  own  papers  before 

handing  to  teacher. 

6A-B.  Pupils  gradually  prepare  most  of  co-operative  out- 
lines. Frequent  short  reproductions.  One  longer, 
complete  reproduction,  every  four  or  five  weeks. 
One  period  a week  to  individual  help.  Special  aim 
for  correct  form  in  each  lesson.  Attention  to  sen- 
tence structure.  A class  room  standard  established. 

7A-B.  Aim  constantly  for  clearness,  connectedness  and 
conciseness  of  expression.  Moderate  use  of  para- 
phrase to  test  comprehension  of  original.  Frequent 
use  of  analysis,  condensation,  summary,  newspaper 
headlines,  telegrams,  etc.,  as  aids  to  right  habits  of 
study.  Reproductions  from  literature  always  follow 
oral  reproduction  of  same  topic. 

8A-B.  Continue  work  of  seventh  grade.  No  oral  prepara- 
tion required.  Aim  to  develop  judgment,  habits  of 
analytical  study  and  discrimination. 


__7  T ( Reactions  from  “A”  I,  III  and  IV. 

Written  Invention:  j Resultant  of  0ral  in.vention. 

See  note  under  IV,  Written  Expression. 

3B.  Copy  from  blackboard,  original  sentences  previously 
developed  orally,  and  written,  after  correction,  by  the 
teacher.  Write  a paragraph  of  original  sentences 
from  guide  words.  First  one,  later  two  paragraphs. 

3A.  Extend  3B.  Use  pictures  to  stimulate  original 
expression. 

4A-B.  Co-operative  outlines  the  basis  of  written  inven- 
tion. Work  done  one  or  two  paragraphs  at  a time. 
Later,  complete  reproduction  not  exceeding  four 
or  five  paragraphs.  Best  papers  discussed  by  class. 
Original  stories.  Completing  unfinished  stories. 
Narration  and  description  based  on  pictures.  Pupil 
criticise  own  work  before  it  goes  to  the  teacher. 

5A-B.  All  oral  and  other  written  work  to  contribute  to 
written  invention.  Daily  practice  in  original  writ- 
ing of  one  or  two  short  paragraphs.  A few  longer 
formal  papers  during  term.  Elaboration  of  topic 
sentence  into  a paragraph.  Occasional  impromptu 
writing  on  familiar  topics.  . Utilize  outlines  devel- 
oped under  oral  inventive  work.  Encourage  habit 
of  giving  time  and  thought  to  a subject.  Preserva- 
tion of  papers  through  term  to  show  progress. 

6A-B.  Invention  increases  in  proportion  to  reproduction. 
Teacher  writing  with  pupils  on  same  topic.  Teach- 
er’s judgments  kept  in  background.  Daily  practice 
on  short  papers  and  on  sub-topics  of  co-operative 
outlines.  A long  formal  paper  every  five  weeks. 
Continue  pupil’s  criticism  of  own  work.  Constant 
aim  for  correct  form. 

7A-B.  Invention  has  precedence  over  reproduction. 
Encourage  originality.  Daily  practice  in  short 
papers  and  in  sub-topics  of  a subject  continued  over 
several  lessons.  Impromptu  writing.  Original 


53 


stories,  using  introduction  read  by  teacher.  Addi- 
tions to  stories  reproduced.  Monthly  or  bi-monthly 
long  paper. 

8A-B.  Invention  the  chief  medium  in  written  expression. 

Daily  practice.  Monthly  or  bi-monthly  long  paper. 

Give  individual  tastes  and  enthusiasms  free  expres- 
sion. 

3.  Letter  Writing. 

3 A.  Friendly  letters  of  simplest  form.  Heading,  Saluta- 
tions, and  Conclusion.  Copying  complete  letters. 

Copying  body  of  letters  and  supplying  headings,  etc. 
Develop  content  orally  before  writing  original  letter. 

4A-B.  Review  and  extend  3A.  Read  to  children  letters 
from  literature — imaginative  letters.  Discuss  mo- 
tives for  letter  writing. 

5A-B.  Continue  previous  work.  B.  Answer  to  advertise- 
ments. A.  Simple  business  letters.  Emphasize 
necessity  for  accuracy  and  neatness. 

6A-B.  Continue  work  of  fifth  grade.  Some  work  in  let- 
ters of  friendship.  Special  emphasis  on  business 
correspondence. 

7A-B.  Social  correspondence.  Review  previous  grades. 
Motives  and  suggestions  for  business  correspond- 
ence. Demand  accuracy  and  neatness. 

8A-B.  Comprehensive  review  of  all  previous  work.  Busi- 
ness correspondence,  with  emphasis  on  brevity, 
pointed  and  exact  statement.  Social  correspondence, 
including  both  formal  and  informal  notes,  invita- 
tions, regrets,  and  other  conventional  and  accepted 
forms. 

“C”  TECHNICALITIES  OF  EXPRESSION. 

I.  Arrangement. 

IB.  Writing  sentences  on  blackboard. 


54 


1A.  Writing  sentences  on  paper. 

2B.  Margin  at  left  in  written  sentences.  Heading  of 
written  paper — grade — date — sub j ect. 

2A.  Margins  at  left  and  right  of  paper.  Descriptive  title 
for  written  papers. 

3B.  Simple  sentences  only.  Avoid  excessive  use  of  “and” 
and  “but.”  Indentation  in  paragraphs — copying  and 
dictation.  Indentation  applied  to  all  written  work. 

3A.  Simple  sentences  with  modifying  phrases.  Indenta- 
tion in  paragraphs  required.  Review  use  of  headings 
and  margins. 

4B.  Distinguish  between  statement  and  question.  Co-op- 
erative paragraph  with  guide  words  and  outlines. 

4A.  Statements,  questions,  commands,  exclamations.  Some 
independent  paragraphing.  Topic  sentence.  Co-op- 
erative outline.  Superscription  on  envelopes.  Review 
and  application  of  margins  and  headings. 

5B.  Recognize  sentences  as  declarative,  interrogative, 
imperative,  exclamatory.  Gradual  introduction  of  use 
of  complex  sentence.  (No  attempt  at  analysis.) 
Modifying  phrases  expanded  into  clauses.  Independ- 
ent use  of  paragraphs.  Selection  of  topic  sentences 
from  printed  paragraphs.  Co-operative  outlines — 
two  or  three  main  topics.  Impromptu  oral  and  writ- 
ten work.  Review,  friendship  letters.  Answers  to 
advertisements. 

5A.  Review  and  extension  of  work  of  5B.  Two  parts  of 
sentence — subject  and  predicate.  Extend  co-operative 
outlines  to  four  main  topics.  Simple  business  letters. 

6B.  Simple  subject,  simple  predicate;  complete  subject, 
complete  predicate.  Unity  of  sentences,  relation  of 
paragraphs ; a standard  established,  the  practice  not 
rigorously  enforced.  Pupils  gradually  taking  greater 


55 


share  in  co-operative  outlines.  Need  of  caution  in  too 
extensive  use  of  outlines.  Business  correspondence. 

6A.  Gradual  introduction  of  compound  sentence.  Recog- 
nition of  sentences  as  simple,  complex  and  compound. 
Exercises  in  combining,  condensing  and  transforming 
sentences.  Some  simple  outlines  made  by  pupils 
unaided. 

7A-B.  Continued  practice  in  use  (not  analysis)  of  com- 
plex and  compound  sentences.  Combination  of 
short  related  simple  sentences  into  one  longer  com- 
plex and  compound  sentence  and  vice  versa.  Con- 
tinued attention  to  paragraphing.  Independent  out- 
lines. 

8A-B.  More  definite  study  of  the  use  of  complex  and  com- 
pound sentences  through  analysis.  Study  para- 
graphing, using  selections  of  literature  as  models. 
Extended  work  in  independent  outlining.  General 
review. 

II.  Technicalities  of  Language  and  Grammar. 

IB.  1.  Capitals — Beginning  of  sentence,  pupil’s  name  “I.” 

2.  Punctuation — Period  at  end  of  sentence. 

3.  Preparation  for  dictionary.  Phonics. 

1A.  1.  Capitals — Proper  names  in  reader. 

2.  Punctuation — Question  mark  at  end  of  sentence. 

3.  Dictionary  Work — Learn  the  Alphabet.  Phonics. 

2B.  1.  Capitals — “O,”  first  word  of  each  line  of  poetry, 
months,  days. 

2.  Punctuation — Period  after  abbreviations.  Period 
and  comma  in  dates  on  written  paper. 

3.  Abbreviations — Mr.,  Mrs.,  Months,  Days. 

4.  Dictionary  Work — Master  Alphabet.  Phonics. 

2A.  1.  Capitals — State,  City  and  Street. 

2.  Punctuation — Review. 


56 


3.  Abbreviations — N.  Y.,  St.,  Ave.,  P.  O. 

4.  Dictionary  Work — Arrangement  in  alphabetical 
order  of  familiar  words  with  different  initials. 
Phonics. 

3B.  1.  Capitals — Review  previous  work.  Initials. 

2.  Punctuation — Period  with  abbreviations  in  number 
work  and  with  initials.  Hyphen  in  compound  word 
and  at  end  of  line  to  show  separation  of  syllables. 

3.  Abbreviations — Those  used  in  number  work. 

4.  Dictionary  Work — Review.  Phonics. 

3 A.  1.  Capitals — First  word  of  simple  direct  quotation 

Heading,  salutation  and  conclusion  of  a simple 
letter. 

2.  Punctuation — Quotation  marks  in  simple  direct 
quotation.  Punctuation  of  heading,  salutation  and 
conclusion  of  simple  letter.  Apostrophe  in  singu- 
lar possessive  and  in  contractions. 

3.  Abbreviations — Supt.,  Prim,  Dr.,  Pres.,  Rev. 

4.  Dictionary  Work — Accent  mark.  Phonics  and  dia- 
critical marks. 

4B.  1.  Capitals — Superscription  on  an  envelope. 

2.  Punctuation — In  superscription  on  an  envelope. 

Interrogation  Marks — Apostrophe  in  plural  posses- 
sives  and  contractions.  Comma  preceding  quota- 
tion. 

3.  Abbreviations — Review. 

4.  Dictionary  Work — Arrangement  in  alphabetical 
order  of  familiar  words  having  initials  only  alike. 

Phonics  and  diacritical  marks. 

4A.  1.  Capitals — Titles  and  places;  names  of  Deity; 
proper  names  in  Bible  stories. 


57 


2.  Punctuation — Exclamation  mark.  Comma  follow- 
ing “yes”  and  “no”  when  used  with  name  of  per- 
son addressed. 

3.  Abbreviations — Those  in  arithmetic  and  geography, 
Gov.,  Gen.,  Capt.,  Sec. 

4.  Dictionary  Work — Review. 

5B.  1.  Capitals — Proper  names  in  geography  and  history. 

2.  Punctuation — Comma  to  set  off  clause  or  phrase 
out  of  natural  order. 

3.  Abbreviations — P.  S.,  A.  M.,  P.  M.,  M.  D.,  D.  D., 
and  other  common  degrees. 

4.  Dictionary  Work — Arrangement  in  alphabetical 
order  of  familiar  words  having  unlike  initials. 

5 A.  1.  Capitals — Review. 

2.  Punctuation — Comma  in  series  of  words. 

3.  Abbreviations — U.  S.  A.  For  the  States. 

4.  Dictionary  Work — Review. 

6B.  1.  Capitals — Proper  use  required  in  all  papers. 

2.  Punctuation — Comma  separating  person  addressed. 
Quotation  marks  in  broken  quotations. 

3.  Abbreviations — O.  K.,  C.  O.  D.,  f.  o.  b.,  inst.,  ult., 
etc. 

4.  Dictionary  Work — Words  at  top  of  dictionary 
page.  Diacritical  key. 

5.  Grammar — Kinds  of  sentences  as  to  use.  Simple 
subject  and  predicate;  complete  subject  and  predi- 
cate. 

6A.  1.  Capitals — See  Sixth  B. 

2.  Punctuation — Caution  against  quotation  marks  in 
indirect  quotation. 

3.  Abbreviations — i.  e.,  e.  g.,  via,  viz.,  anon.,  mdse., 
Messrs. 


58 


4.  Dictionary  Work — Abbreviations  in  defining  words 
“n,”  “a,”  V adv.,  pron.,  sing.,  pi. 

5.  Grammar — Kinds  of  sentences  as  to  form.  Recog- 
nition of  parts  of  speech — nouns,  pronouns,  verbs, 
adjectives  and  adverbs. 

7 B.  1.  Capitals — Proper  use  of  all  capitals. 

2.  Punctuation — Require  all  punctuation  marks  taught 
in  grades  below.  Teach  comma  to  set  off  intro- 
ductory connecting  adverbs. 

3.  Abbreviations — Classify  in  review  all  abbreviations 
of  lower  grades. 

4.  Dictionary  Work — Review  previous  work.  Drill 
in  opening  promptly  to  given  letter  or  word  and  in 
getting  pronunciation,  spelling  and  definition.  Use 
index  in  all  texts. 

5.  Grammar — Review  sixth  grade.  Recognition  of 
prepositions,  interjections  and  conjunctions. 
Nouns:  Classification,  properties,  declension,  use  in 
sentence.  Parsing  pronouns. 

7 A.  1.  Capitals — See  7B. 

2.  Punctuation — See  7B. 

3.  Abbreviations — See  7B. 

4.  Dictionary  Work — Repeat  7B. 

5.  Grammar — Adjectives  : Classification,  comparison, 

use  in  sentence,  parsing.  Prepositions : List  of 
common  ones;  use.  Interjections:  Recognition 

and  use.  Analysis  and  diagraming  simple  sen- 
tences. 

8B.  1.  Capitals — See  seventh  grades. 

2.  Punctuation — Review  all  previous  work.  Comma 
after  introductory  words,  phrases  and  clauses. 
Dash  and  parenthesis. 

3.  Abbreviation — See  seventh  grades. 

4.  Dictionary  Work — Drill  in  finding  punctuation, 
accent,  spelling,  definitions.  Frequent  reference  to 


59 


index  in  ail  texts.  General  use  of  works  of  refer- 
ence. 

5.  Grammar — Verbs  : Classification,  properties,  prin- 
cipal parts,  inflection,  parsing.  Analysis  and  dia- 
graming of  compound  sentence. 

8 A.  1.  Capitals — See  seventh  grades. 

2.  Punctuation — See  seventh  grades.  Comma  before 
additional  clause ; semi-colon  and  colon. 

3.  Abbreviations — See  seventh  grade. 

4.  Dictionary  Work — Daily  use  of  dictionary.  Use  of 
index  in  all  texts.  Frequent  use  of  encyclopedia 
and  other  works  of  reference. 

5.  Grammar — Thorough  review  and  more  intensive 
study  of  grammar.  Conjunctions.  Clauses. 
Phrases.  Analysis  and  diagraming  of  complex  and 
compound  sentences. 

III.  Copying,  Dictation  and  Writing  from  Memory. 

IB.  Copying — Short  sentences  on  blackboard. 

1A.  Copying — Short  sentences  on  blackboard  and  paper. 

2B.  Copying — From  board,  readers,  etc.  Dictation — 

Short  sentences  previously  studied.  Memory  Writing 
— Occasional  short  poems  or  stanzas. 

2A.  Copying — Model  language,  number  or  spelling  lesson. 
Dictation — Short  sentences.  Memory  Writing — Occa- 
sional short  poems  or  stanzas. 

3B.  Copying — Models  of  indentation,  headings,  titles  and 
margins.  Dictation  (do  not  repeat) — Following 
copying  exercise.  Memory  Writing — Short  poems. 

3 A.  Copying — Limited  amount  of  review.  Dictation  (do 
not  repeat) — For  concentration  of  attention  and  cor- 
rect use  of  language  forms.  Memory  Writing — 
Short  poems. 

4A-B.  Copying — Gradually  replaced  by  dictation.  Dicta- 
tion (do  not  repeat) — For  concentration  and  cor- 


60 


rect  language  forms.  Memory  Writing — Short 
poems,  memory  gems,  etc. 

5A-B.  Dictation  (do  not  repeat) — As  a test  in  use  of  tech- 
nicalities. Memory  Writing — Poems,  quotations, 
etc. 

6A-B.  Dictation — To  create  power  of  sustained  attention. 
Memory  Writing — Poems,  quotations,  etc. 

7A-B.  Dictation — To  furnish  models  in  complex  and  com- 
pound sentence  structure  and  in  all  other  forms 
which  the  class  may  be  studying.  To  create  power 
of  sustained  attention  and  concentration.  Writing 
from  Memory — To  give  practice  in  use  of  capitals 
and  marks  of  punctuation,  and  to  fix  firmly  in  mind 
selection  learned. 

8A-B.  See  seventh  grades. 

IV.  Correct  Use. 

(In*  course  of  preparation.) 


61 


History 

“In  teaching  the  history  of  any  nation  or  time,  the  first  step  is  to 
select  certain  centers  about  which  facts  and  events  of  inferior  signifi- 
cance naturally  group  themselves. 

“Such  centers  may  be  the  names  of  great  leaders,  places  which 
were  the  scene  of  momentous  occurrences  or  events  of  crucial  signifi- 
cance; for  example,  Abraham  Lincoln,  Bunker  Hill,  The  Dred  Scott 
Decision.  In  teaching  young  children,  the  centers  selected  should  be 
picturesque  if  possible.  But  they  should  always  have  a vital,  casual 
relation  to  the  units  clustering  about  them. 

“Thoroughness  in  teaching  history  requires  true  perspective,  the 
proper  relation  of  events,  especially  as  to  cause  and  effect.  It  is  not 
necessary  that  all  events  be  recorded,  but  that  those  recorded  have  sig- 
nificance and  appear  in  due  proportion. 

“A  mere  stringing  together  of  occurrences  of  varying  significance 
upon  a plane  of  apparent  equality  dissipates  interest  and  produces  as  a 
result  the  opposite  of  thoroughness.” 

First  and  Second  Grades. 

See  History  Stories  in  connection  with  the  Language  Course. 

Third  Grade. 

“ B ” Class , 

Stories  of  Rochester  and  its  early  settlement.  (See  Course  in 
Geography.) 

“A”  Class. 

Stories  associated  with  New  York  State. 

Stories  suitable  for  national  holidays,  the  same  to  be  studied  dur- 
ing the  month  in  which  the  holiday  occurs. 


62 


Fourth  Grade. 


" B ” Class. 

Stories  of  Discoverers  and  Explorers. 

Required  : Columbus  and  Magellan. 

Read  with  class  any  two  of  the  following:  Vespucci,  Eric,  Abra- 
ham, Moses. 

Note — In  studying  any  of  the  above,  impress  the  leading  histor- 
ical facts  as  a background  for  formal  study. 

“A”  Class. 

Stories  of  Discoverers  and  Explorers,  continued. 

Required : Champlain,  Hudson  and  DeSoto. 

Read  with  class  two  of  the  following:  De  Leon,  Balboa,  Cortez. 

(See  note  under  Fourth  Grade  “B.”) 

Fifth  Grade. 

“B”  Class. 

Required:  Norse  Stories,  Vasco  de  Gama,  and  the  Cabots. 

Read  with  the  class  Stories  of  Greece,  and  any  of  the  following: 
Alexander,  Caesar  and  Joshua.  (See  note  under  Fourth  Grade  “B.”) 

Fifth  Grade. 

“A”  Class. 

Pioneer  Stories. 

Required : Daniel  Boone  and  George  Rogers  Clark. 

Optional:  Meriwether  Lewis  and  John  C.  Fremont,  and  read  with 
class  Stories  of  Rome  and  of  England. 

Sixth  Grade. 

“B”  Class. 

Men  who  have  helped  to  make  America  great. 

Required:  William  Penn,  the  Peacemaker;  Roger  Williams,  the 

Liberal  Minded;  Benjamin  Franklin,  the  Diplomat  and  Philosopher; 
Patrick  Henry,  the  Orator. 


63 


Sixth  Grade. 

“A”  Class. 

Required  : George  Washington,  the  Father  of  his  Country  ; Daniel 
Webster,  the  Statesman;  Abraham  Lincoln,  the  Emancipator;  Ulysses 
S.  Grant,  the  General ; William  McKinley,  the  Soldier  and  Statesman. 

Present  these  in  story  form.  Give  them  their  historical  setting  as 
to  time  and  importance.  Emphasize  the  lessons  indicated  by  the  titles 
given. 

Pupils  may  use  the  historical  stories  as  a part  of  their  regular  work 
in  reading,  and  they  may  also  make  use  of  the  material  for  language 
work  wherever  available,  but  the  historical  truths  taught  from  these 
stories  are  to  be  quite  distinct  and  definite.  The  time  allotted  to  his- 
tory should  be  used  to  emphasize  definite  historical  facts. 

Seventh  Grade. 

“B"  Class. 

The  more  formal  study  of  history  begins  in  this  grade  and  a text 
book  should  be  in  the  hands  of  each  pupil. 

Review  the  discoverers  and  explorers  and  great  leaders  as  taught 
in  the  previous  grades  and  teach  such  others  as  may  be  necessary  to 
establish  in  the  minds  of  the  pupils  the  basis  of  the  claims  of  the  four 
European  nations  that  were  most  interested  in  the  New  World. 

Colonization  Period  and  the  Struggle  of  the  English  for  Suprem- 
acy, 1607  to  1765. 

Seventh  Grade. 

“A”  Class. 

Struggle  for  American  Independence  and  a Constitutional  Gov- 
ernment. Period  from  1760  to  1816,  including  the  Revolutionary  War, 
the  beginning  of  the  Constitution  and  War  of  1812. 

Eighth  Grade. 

“B”  Class. 

Period  of  Compromise  and  the  Civil  War.  From  1816  to  1865. 

'UT  Class. 

Period  of  Reconstruction  and  Growth  from  1865  to  the  present 
time.  There  should  be  in  this  grade  a general  review. 


64 


Elementary  Civics 

Eighth  Grade. 

“B”  Class. 

Government — Its  Origin  ; its  Need. 

Government — Of  the  Colonies  by  England : 

a.  Royal  Province. 

b.  Charter. 

c.  Proprietary. 

Self-Government — Beginnings : 

a.  Colonial  Assembly  in  Virginia. 

b.  Compact  in  the  Mayflower. 

c.  The  New  England  Town  Meeting. 

A United  Government — Beginnings  : 

a.  United  Colonies  of  New  England. 

b.  Albany  Convention. 

c.  Stamp  Act  Congress. 

A United  Government — Developing: 

a.  Continental  Congress.  (Note  the  important  things  accomplished 
at  the  successive  Congresses  held  in  1774,  1775,  1776  and  1777.) 

b.  Articles  of  Confederation. 

Object — How  Made?  When  adopted? 

Results. 

A United  Government — Established  : 


65 


The  Constitution. 


Why  superior  to  other  forms?  How  made?  Compromises  that 
settled  the  disputes  of  the  Convention.  When  and  how  adopted 
by  the  several  States. 


“A”  Class. 

Government — Nation,  State,  City: 

Study  the  Constitution  of  United  States  as  a type,  dwelling  on 
essential  features  as  indicated  below  and  emphasizing  the  relation 
of  these  three  forms  of  government.  It  will  be  found  helpful  to 
organize  a Class  Club,  developing  a simple  constitution  and  trans- 
act necessary  class  business  according  to  accepted  parliamentary 
rules. 

Plan: 

a.  Under  Constitution  in  Nation  and  State. 

b.  Under  Charter  in  City. 

Departments : 

1.  Legislative  Department  to  make  laws: 

a.  Nation  has  Congress:  House  of  Representatives  and 
Senate. 

b.  State  has  Legislature : Assembly  and  Senate. 

c.  City  has  Common  Council : Body  of  Aldermen. 

2.  Executive  Department  to  enforce  the  laws : 

a.  Nation : President  and  those  officers  appointed  by  him. 

b.  State : Governor  and  certain  other  elected  officials ; also 
men  appointed  by  them. 

c.  City : Mayor  and  certain  other  elected  officials ; also  men 
appointed  by  them. 

3.  Judicial  Department  to  decide  questions  relating  to  the  laws: 

Study  briefly  the  Courts  and  their  duties  in  Nation,  State, 
City. 


66 


Officials  in  the  Various  Departments  of  Nation,  State  and 
City  : 

a.  Title. 

b.  Qualifications  for  office. 

c.  Term  of  office. 

d.  How  nominated : Conventions,  Caucuses. 

e.  How  elected. 

f.  Duties. 

g.  Compensation. 

Law  Making: 

a.  Limit  of  powers  in  the  various  law-making  bodies. 

b.  How  a bill  becomes  a law. 

c.  The  veto ; its  use  and  meaning. 

The  County  and  its  Relation  to  State  and  to  City : 

Only  the  general  and  most  essential  features  should  be  developed. 

The  Ward  and  its  Relation  to  the  City: 

This  topic  should  be  briefly  developed  in  connection  with  the  study 
of  the  officials  of  the  City  as  indicated  above. 


67 


Geography 

The  objects  aimed  at  in  the  following  outlined  Course  are  three- 
fold : 

I.  To  train  the  learner  to  see  geographic  facts  or  recognize  geo- 
graphic phenomena  when  he  sees  them. 

II.  To  enable  the  learner  to  see  geographic  facts  and  understand  geo- 
graphic phenomena  from  the  examination  of  maps  and  from  the 
reading  of  text. 

III.  The  acquisition  of  knowledge. 

These  objects  are  set  forth  in  their  logical  order,  the  third  being 
easily  attained  when  the  work  of  the  first  two  is  systematically 
carried  on. 

First  Grade. 

Observation : 

1.  The  sun — sunrise,  sunset,  morning,  noon  and  night. 

2.  Seasons — autumn,  winter,  spring,  summer. 

3.  Weather — warm,  cold;  fair,  cloudy;  rainy,  windy,  snowy. 

Note — All  these  observations  should  be  made  throughout  the  year 
by  both  classes  and  should  be  recorded  each  day  by  some  simple  device 
which  the  children  can  readily  enter  into  and  understand. 

Second  Grade. 

Observation : 

Continue  the  observations  of  the  first  grade  with  the  following 
• amplifications  and  additions : 


68 


1.  The  sun — Points  of  the  compass  as  determined  by  sunrise 
and  sunset ; heat,  causing  evaporation. 

2.  The  seasons — Length  of  days,  shorter,  longer ; warmer, 
colder.  The  activities  of  the  season ; e.  g.,  planting  in  spring, 
etc. 

See  note  under  First  Grade. 

Third  Grade  B. 

Review  and  amplify  the  topics  of  the  first  and  second  grades. 

I.  The  sun : 

a.  Heat  at  different  times  of  day,,  and  in  sunshine  and  in  shade. 

b.  Shadows : Length,  longer  and  shorter ; at  different  times  of 

the  day;  of  the  year.  Note  which  side  of  a building  has  no 
sunshine.  When  practicable  construct  a sun  dial. 

c.  Effect  upon  plant  life.  Show  the  necessity  of  sunlight  by 
covering  up  a plant  or  section  of  the  lawn  for  a few  days. 

II.  Weather: 

a.  Directions  of  the  wind  observed  from  a weather-vane  on 
some  near-by  building,  or  better  by  one  on  the  premises,  con- 
structed by  the  pupils ; north  wind,  south  wind,  etc. 

b.  The  phenomena  of  rainfall. 

1.  Vapor  (some  always  in  the  atmosphere). 

2.  Clouds. 

3.  Rain  (or  snow). 

4.  Absorption  by  the  earth. 

5.  Formation  of  springs,  brooks,  rivers,  lakes  and  oceans. 

6.  Evaporation. 

c.  Weather  Chart: 

1.  Pupils  should  be  taught  to  use  the  thermometer  and 
to  record  on  a chart  at  some  stated  time  each  day  the 
temperature,  direction  of  the  wind  and  the  general 
state  of  the  weather. 


69 


2.  Summarize  at  the  end  of  each  month  the  number  of 
clear  clays,  cloudy  and  partly  cloudy  days,  rainy  or 
partly  rainy  days  and  the  prevailing  winds. 

III.  Direction  and  Location: 

Cardinal  and  semi-cardinal  points ; relative  positions  as : 

a.  Locate  pupils  with  reference 

1.  To  different  parts  of  the  room. 

2.  To  other  pupils. 

3.  To  objects  in  the  room. 

b.  Locate  room  with  reference  to  other  rooms  on  the  same  floor. 

c.  Locate  buildings  with  reference 

1.  To  parts  of  yard. 

2.  To  child’s  home. 

3.  To  objects  of  interest  near  by. 

4.  To  part  of  city. 

d.  Locate  adjoining  streets  and  state  direction  in  which  they 
extend. 

IV.  Land  and  Water  Forms: 

Taught  as  far  as  possible  by  actual  observation ; when  not  pos- 
sible by  pictures  or  sand  table.  Definitions  must  always  follow, 
not  precede  in  this  work. 

a.  Spring,  brook,  creek. 

b.  River — Tributary,  source,  falls,  mouth,  banks  (right  and 
left),  bed. 

c.  Pond,  lake,  outlet. 

d.  Hill,  valley,  slope,  plain. 

e.  Island,  peninsula,  cape,  isthmus. 

Note — An  excursion  of  at  least  one-half  day  should  be  planned 
and  supervised  by  the  principal. 

V.  Life: 

a.  Study  of  a plant  as  to  the  effect 


70 


1.  Of  sunlight. 

2.  Of  air. 

3.  Of  moisture. 

4.  Q.f  temperature. 

b.  Illustrate  by  treatment  of  two  similar  plants  under  opposite 
conditions. 

VI.  Maps  (teach  their  symbolism). 

Proceed  in  the  following  order,  making  them  very  simple : 

a.  School  room. 

b.  School  yard. 

c.  Rochester,  locating  only 

1.  Genesee  River. 

2.  Main  Street  and  three  or  four  others. 

3.  Two  or  three  large  parks. 

4.  Two  or  three  prominent  public  buildings. 

5.  Reservoir  on  Cobb’s  Hill. 

One  or  more  excursions  should  be  made  to  some  point  where  these 
places  can  be  seen. 

. Third  Grade  A. 

I.  Review  and  continue  Third  B. 

II.  Maps. 

a.  State  (making  the  map  very  simple). 

Locate  only 

1.  Three  rivers — Hudson,  Mohawk,  Genesee. 

2.  Mountains — Catskill,  Adirondack. 

3.  Cities — New  York,  Buffalo,  Rochester,  Syracuse,  Al- 
bany. 

4.  Canal — Erie. 

b.  Interpret  printed  maps  of  City  and  State,  referring  con- 
stantly to  the  simple  maps  already  made  and  emphasizing 
symbolism. 


71 


III.  Industries  of  Rochester  and  near-by  country: 

a.  Agriculture — Market  gardening,  farming,  nurseries,  fruit 
growing. 

b.  Manufacturing — Shoes,  men’s  clothing,  buttons,  kodaks, 
optical  instruments. 

c.  Interchange  of  products  (beginning  of  commercial  ideas). 
Excursion  to  some  factory.  The  object  of  this  excursion  should 

be  to  give  the  children  a vital  interest  in  one  of  the  industries  of  Roch- 
ester. 

Fourth  Grade  B. 

The  World  as  a Whole. 

It  is  recommended  that  the  globe  be  used  almost  entirely,  in  order 
that  the  child’s  mind  may  be  familiarized  with  the  correct  shape  of  the 
earth. 

I.  General. 

a.  Shape: 

1.  Two  simplest  proofs. 

b.  Size: 

1.  Miles  in  circumference. 

2.  Time  to  travel  around  it. 

c.  Rotation : 

1.  Direction,  west  to  east. 

2.  Causes  day  and  night;  how? 

Perform  experiment  in  dark  room  with  candle  if  pos- 
sible. 

II.  Climatic  Circles. 

a.  Equator  and  its  Relation  to  the  Poles. 

b.  Tropics. 

c.  Polar  Circles. 

Teach  Tropics  and  Polar  Circles  as  boundaries  of  heat  belts. 


72 


III.  Zone  or  Heat  Belts. 

a.  Names  and  Location: 

1.  Bounded  by  circles. 

2.  Bounded  by  zones. 

b.  Life: 

1.  Plant. 

2.  Animal. 

3.  Man. 

In  this  connection  read  “Seven  Little  Sisters,”  showing  by  means 
of  the  globe  the  zones  in  which  each  lives.  “Big  People  and  Little 
People  of  Other  Lands”  may  also  be  read  at  this  time  with  profit. 

IV.  Hemisphere  (Eastern  and  Western). 

a.  Teach  the  relative  location  of  continents  and  oceans. 

V.  Our  relation  to  and  dependence  upon  the  whole  world. 

“Aunt  Martha’s  Corner  Cupboard”  suggests  a good  plan  for  this 
topic. 


Fourth  Grade  A. 

The  World  in  Hemispheres. 

I.  Western  Hemisphere. 

a.  Grand  Divisions — North  America  and  South  America ; their 
relative  positions  and  general  boundaries. 

b.  Principal  Coast  Indentations. 

1.  Caribbean  Sea. 

2.  Gulf  of  Mexico. 

3.  Gulf  of  St.  Lawrence. 

4.  Hudson  Bay. 

5.  Bering  Sea. 

6.  Gulf  of  California. 

7.  Baffin’s  Bav. 


73 


Define  Sea,  Gulf,  Bay. 

c.  Principal  Coast  Projections: 

1.  Alaska. 

2.  Nova  Scotia. 

3.  Florida. 

4.  Yucatan. 

5.  Lower  California. 

Define  Isthmus,  Peninsula,  Cape. 

d.  Islands: 

1.  Greenland. 

2.  Newfoundland. 

3.  West  Indies. 

4.  Terra  del  Fuego. 

Define  Island. 

e.  Great  Highlands: 

1.  Rocky  Mountain  System. 

2.  Andes  Mountains. 

3.  Appalachian  System. 

4.  Plateau  of  Brazil. 

Define  Mountain  Range,  Peak,  Volcano,  Plateau. 

f.  Great  River  Systems : 

1.  Mississippi. 

2.  St.  Lawrence. 

3.  Mackenzie. 

4.  Yukon. 

5.  Columbia. 

6.  Amazon. 

7.  La  Plata. 

8.  Orinoco. 


74 


Define  River  System,  River  Basin, 
g.  Climate : 

1.  As  afifected  by  Distance  from  the  Equator  (latitude). 

2.  As  afifected  by  Altitude. 

3.  As  afifected  by  Ocean  Currents : 

Japan  Current. 

Gulf  Stream. 

Labrador  Current. 

II.  Eastern  Hemisphere. 

a.  Grand  Divisions — Eurasia,  Africa,  Australia. 

Relative  Positions  and  General  Boundaries. 

b.  Principal  Coast  Indentations : 

1.  North  Sea. 

2.  Baltic  Sea. 

3.  Bering  Sea. 

4.  Sea  of  Okhotsk. 

5.  Japan  Sea. 

6.  Yellow  Sea. 

7.  China  Sea. 

8.  Bay  of  Bengal. 

9.  Arabian  Sea. 

10.  Persian  Gulf. 

11.  Red  Sea. 

12.  Mediterranean  Sea. 

13.  Adriatic  Sea. 

14.  Black  Sea. 

15.  Bay  of  Biscay. 

16.  Gulf  of  Guinea. 

17.  Gulf  of  Carpentaria. 


c.  Principal  Coast  Projections: 

1.  Scandinavian  Peninsula. 

2.  Peninsula  of  Kamchatka. 

3.  Peninsula  of  Korea. 

4.  Malay  Peninsula. 

5.  Peninsula  of  India. 

6.  Grecian  Peninsula. 

7.  Spanish  Peninsula. 

8.  Danish  Peninsula. 

d.  Islands: 

1.  Iceland. 

2.  Spitzbergen. 

3.  Nova  Zembla. 

4.  Japanese  Islands. 

5.  Philippine  Islands, 

6.  East  Indies. 

7.  British  Isles. 

8.  Madagascar. 

9.  New  Zealand. 

10.  Tasmania. 

e.  Great  Highlands : 

1.  The  Great  Eurasian  Highland. 

2.  Ural  Mountains  and  Mountains  of  Scandinavia 
(Kiolen). 

3.  African  Highlands. 

4.  Atlas  Mountains. 

f.  River  Systems.: 

1.  Danube. 

2.  Volga. 

76 


3.  Dnieper. 

4.  Don. 

5.  Ural. 

6.  Ob. 

7.  Yenisei. 

8.  Lena. 

9.  Amur. 

10.  Yangtze. 

11.  Hoangho. 

12.  Indus. 

13.  Ganges. 

14.  Mekong. 

15.  Nile. 

16.  Congo. 

17.  Niger. 

18.  Zambezi. 

g.  Climate: 

1.  As  affected  by  Distance  from  the  Equator  (latitude). 

2.  As  affected  by  Altitude. 

3.  As  affected  by  Sheltering  Mountain  Ranges. 

4.  As  affected  by  Ocean  Currents: 

Japan  Current. 

Gulf  Stream. 

Define  Climate. 

Fifth  Grade  B. 

North  America  and  South  America  by  Countries. 

Note  1 — It  is  obvious  that  the  least  important  countries  should 
have  little  time  devoted  to  them,  while  those  of  greater  and  growing 
significance  should  be  much  more  fully  treated.  Approximately,  the 


77 


following  allotment  of  time  should  be  adhered  to  in  the  study  of  the 


following  countries : 

Canada 6 weeks 

Mexico  3 weeks 

Countries  of  Central  America  and  the  West 
Indies  1 week 

Argentina  2 weeks 

Chili  2 weeks 

Brazil  2 weeks 

Other  countries  of  South  America 2 weeks 


The  United  States,  except  its  location  with  reference  to  other 
countries,  is  omitted  here,  as  it  is  treated  fully  in  the  Sixth  Grade. 

Note  2 — Early  in  this  grade  children  should  be  sufficiently  famil- 
iar with  the  subject  of  latitude  and  longitude  to  interpret  it  upon  the 
maps  and  to  make  practical  use  of  it  in  locating  actual  positions. 

Study  each  country  by  the  following  suggestive  outline : 

a.  Position,  both  actual  and  relative  to  the  United  States. 

b.  General  physiographic  character. 

c.  An  idea  of  its  general  climate  with  note  of  any  marked  ex- 
ception in  certain  localities. 

d.  Chief  physical  features. 

e.  The  people: 

1.  Origin. 

2.  Characteristics. 

3.  Occupation. 

4.  Stage  of  civilization. 

f.  Chief  cities. 

g.  Government. 

h.  Commercial  relations  to  the  United  States. 

i.  Its  world  importance. 


78 


Fifth  Grade  A. 

Asia — Africa — Australia. 

By  Countries. 

See  Note  1 under  Fifth  Grade  B. 

Allow  approximately  the  following  amount  of  time  to  each  of  the 
following  countries : 

China  3 weeks 

Japan  3 weeks 

India  3 weeks 

Other  countries  of  Asia 2 weeks 

Egypt  2 weeks 

British  South  Africa .2  weeks 

Remainder  of  Africa  2 weeks 

Australia  and  New  Zealand 1 week 

Europe,  except  its  location,  is  omitted,  as  it  is  fully  treated  in  the 
Sixth  Grade. 

A general  study  of  the  countries  according  to  the  following  sug- 
gestive outlines: 

a.  Position,  both  actual  and  relative  to  Europe  and  to  the 
United  States. 

b.  General  physiographic  character. 

c.  An  idea  of  its  climate,  comparing  its  climate  with  that  of 
countries  of  similar  latitude  in  the  Western  Hemisphere;  state 
reasons  for  the  differences. 

d.  Chief  physical  features. 

e.  The  People: 

1.  Origin. 

2.  Characteristics. 

3.  Occupation.. 

4.  Stage  of  civilization. 

f.  Chief  cities. 


79 


g.  Government. 

h.  Commercial  relations  to  the  United  States. 

i.  Its  world  importance. 

Sixth  Grade  B. 

The  United  States. 

The  United  States,  including  its  possessions,  giving  special  em- 
phasis to  New  York  State,  its  political  divisions,  its  government  as  a 
type  of  other  States  and  of  the  Federal  Government. 

I.  General. 

a.  Location  and  boundaries. 

b.  Size — relative  and  actual  (approximate  distance  east  and 
west,  north  and  south),  as  shown  in  miles  and  in  days  travel 
by  train. 

c.  Number  of  States. 

d.  Relief  and  Drainage. 

e.  Climate. 

Note — The  teacher  is  referred  to  Chapter  X of  Tarr’s  First 
Book  of  Physical  Geography  for  her  own  information  as  to  what  con- 
stitutes Climate  and  the  causes  of  its  variation. 

In  teaching  climate  in  this  general  way  it  is  desirable  that  the 
children  should  be  taught  to  locate  regions  that  represent  distinctively 
the  types  mentioned  in  Chapter  X. 

f.  Population  and  its  Distribution. 

g.  Government : 

1.  Form. 

2.  Chief  Executive. 

3.  Capital  City. 

h.  Name  and  location  of  important  cities  (at  least  ten  of  the 
largest). 

i.  Our  relations  to  other  countries  of  the  world  along  the 
lines  of  Industry  and  Commerce. 


80 


II.  New  York  State. 

a.  Location : 

1.  Section. 

2.  Boundaries. 

b.  Surface. 

c.  Political  divisions : 

1.  Counties  (number). 

2.  Cities  (principal  ones). 

d.  Industries’: 

1.  Of  Rochester. 

2.  Of  the  State  at  large,  naming  the  location  of  any  spe- 
cial industry,  such  as  the  “fruit  belt,”  salt  production, 
power  production. 

e.  Commercial  facilities : 

1.  Railroads. 

2.  Canals. 

3.  Other  Waterways. 

f.  Natural  Scenery  and  Resorts. 

g.  Population. 

h.  Government : 

1.  Form. 

2.  Chief  Executive. 

3.  Capital  City. 

i.  Educational : 

1.  Common  Schools. 

2.  Colleges  and  Universities. 

3.  State  University. 

Note — Use  wall  map  of  New  York  State. 

III.  By  Sections. 

Use  divisions  and  subdivisions  as  given  in  the  text-book.  The 
following  is  a suggestive  outline  applicable  to  each : 


81 


a.  Location. 

b.  Names  of  the  States  in  the  section  giving  their  relative 
position. 

c.  Relief  and  Drainage. 

d.  Climate. 

e.  Industries : 

1.  Productions. 

2.  Trade  (commerce). 

Give  emphasis  to  the  reason  why  one  section  produces 
a certain  thing  better  and  more  abundantly  than 
another  section. 

f . Leading  Cities  : 

1.  Capitals. 

2.  Other  cities,  giving  the  reason  for  their  importance. 

g.  Places  of  Interest: 

1.  Natural. 

2.  Historic. 

h.  Education. 

IV.  Territorial  Possessions. 

Alaska,  Hawaii,  Porto  Rico,  Philippines,  Panama  Canal  Zone  and 
small  islands  in  the  Pacific. 

a.  Location  and  Size. 

b.  People. 

c.  Productions. 

d.  How  and  when  acquired  by  the  United  States. 

e.  Cities. 

Note — In  order  that  some  uniformity  of  time  to  each  division  of 
this  Course  may  be  secured,  it  is  suggested  that  approximately  the 
following  amount  of  time  be  spent  upon  each  of  the  four  divisions : 


General  (Division  1)  4 weeks 

New  York  State  (Division  II)  3 weeks 


82 


Sections  (Division  III)  12  weeks 

Territorial  Possessions  (Division  IV)  1 week 

Sixth  Grade  A. 

Europe. 


An  intensive  study  of  Europe,  emphasizing  the  commercial  rela- 
tions between  it  and  the  United  States. 

In  order  that  the  proper  setting  may  be  given  to  Europe,  it  is 
desirable  that  a brief  study  of  the  physical  features  of  the  continent 
Eurasia  should  first  be  made,  using  the  following  outline : 

I.  Eurasia. 

General  Physical  Features: 

a.  Mountain  Ranges. 

b.  Plateaus. 

c.  Lowlands. 

d.  River  Systems. 

e.  Coast  Features. 

f.  Oceans. 

II.  Europe  (General). 

a.  Location,  actual  and  with  reference  to  the  United  States. 

b.  Size  (relative  to  the  United  States). 

c.  Relief  and  Drainage. 

d.  Climate. 

Note  1 — The  teacher  is  referred  to  Chapter  X of  Tarr’s  First 
Book  of  Physical  Geography  for  her  own  information  as  to  what 
constitutes  Climate  and  the  causes  of  its  variation. 

Note  2 — In  teaching  climate  in  this  general  way  it  is  desirable 
that  the  children  should  be  taught  to  locate  regions  that  represent  dis- 
tinctly the  types  mentioned  in  Chapter  X. 

Note  3 — In  teaching  the  climate  of  Europe  it  is  interesting  to  note 
the  differences  between  the  climate  of  places  of  the  same  latitude  in 
Europe  and  in  America  and  the  reason  for  such  differences. 


83 


e.  Countries  (names  and  location  with  reference  to  one 
another) . 

1.  Six  Great  Powers. 

2.  Minor  Powers. 

III.  Countries. 

Note — It  is  obvious  that  equal  attention  should  not  be  paid  to  all 
the  countries  of  Europe.  The  following  outline  is  suggestive  as  a type 
of  treatment  of  the  more  important  ones : 

Great  Britain : 

a.  Location. 

b.  Size  (actual  and  relative). 

c.  Relief  and  Drainage. 

d.  Climate. 

e.  Character  of  the  People — The  Population. 

f . Industries : 

1.  Agriculture. 

2.  Mining. 

3.  Commerce. 

g.  Location  of  important  cities  and  the  reason  for  their  im- 
portance. 

h.  Government. 

i.  Education. 

j.  Noted  places: 

1.  Natural. 

2.  Historical. 

k.  Colonies. 

l.  Relation  to  the  United  States 

1.  Commercial. 

2.  Historical. 

Note — Develop  the  reason  for  England’s  commercial  supremacy. 


84 


Seventh  Grade  B. 

Commercial  and  Industrial  Geography. 

At  the  close  of  the  sixth  year  it  is  believed  that  the  pupils  are  suffi- 
ciently acquainted  with  the  descriptive  Geography  of  the  world  to  enter 
into  the  larger  discussion  of  man’s  needs  and  his  efforts  to  meet  them. 

I.  Man’s  needs. 

a.  Food. 

b.  Clothing. 

c.  Shelter. 

For  these  he  is  dependent  upon  the  earth,  and  his  skill  and  industry 
in  producing  and  distributing  them. 

The  character,  quantity  and  quality  of  these  needs  vary  greatly 
with  differences  of  climate  and  of  other  conditions  over  which  man  has 
but  little  control.  Contrast  the  Eskimos  with  the  natives  of  the  trop- 
ical regions ; the  Lapps  and  Finns  with  the  Arabs,  etc. 

II.  The  advancement  of  knowledge  and  culture  has  brought  about  a 
specialization  of  labor  and  a better  adjustment  to  natural  surroundings. 
Instead  of  each  community  trying  to  produce  and  manufacture  every- 
thing it  needs  for  its  own  comfort  and  happiness,  it  has  learned  ‘to 
follow  that  particular  industry  which  brings  the  largest  practical  results 
with  the  least  effort,  and  to  exchange  the  surplus  for  products  that 
can  be  more  cheaply  produced  by  others. 

This  specialization  of  labor  has  brought  about  the  development 
of  great  industrial  regions,  and  at  the  same  time  has  brought  into 
existence  another  highly  organized  industry,  Commerce. 

These  larger  regions  are: 

a.  Agriculture. 

b.  Manufacturing. 

c.  Grazing. 

d.  Fishing.  . 

e.  Lumbering. 

f.  Mining. 


85 


Work  out  by  means  of  Geography  text-books  and  wall  maps  a 
knowledge  of  these  chief  industrial  regions  of  the  world,  of  the  United 
States,  of  New  York  State.  Ascertain  the  reasons  for  such  specializa- 
tion, such  as  soil,  cheap  power,  etc.  (2  weeks.) 

Note — In  order  that  some  uniformity  of  time  to  each  division  and 
subdivision  of  this  course  may  be  secured,  it  is  suggested  that  approxi- 
mately the  amount  of  time  after  each  be  used. 

III.  In  each  of  these  regions  there  is  further  specialization  of  industry 
as  shown  by  the  different  branches  of: 

1.  Agriculture  (United  States).  (2  weeks). 

a.  Wheat  growing  in  the  north  central  section. 

b.  Corn  growing  in  the  middle  central  section. 

c.  Cotton  growing  in  the  south  central  section. 

d.  Rice  growing  in  the  southeast  section. 

e.  Fruit  growing  in  farm  localities. 

f.  Market  gardening  near  large  cities. 

2.  Manufactures.  (3  weeks). 

a.  Food  and  food  products: 

1.  Slaughtering  and  Meat  Packing. 

2.  Milling. 

b.  Textiles: 

1.  Cotton  Manufacture. 

2.  Wool  Manufacture. 

3.  Silk  Manufacture. 

4.  Clothing  Manufacture. 

c.  Iron  and  Steel. 

d.  Lumber  and  Manufactures  Employing  Lumber. 

e.  Boots  and  Shoes. 

3.  Grazing.  (1  week.) 

a.  Cattle. 

• 

b.  Sheep. 

c.  Swine. 


86 


4.  Fishing.  (1  week.) 

a.  Cod. 

b.  Oyster. 

c.  Salmon. 

d.  Seal. 

5.  Lumbering.  (1  week.) 

a.  White  pine. 

b.  Yellow  pine. 

c.  Hard  woods. 

d.  Red  woods. 

e.  Cedars. 

6.  Mining.  (1  week.) 

a.  Iron. 

b.  Coal  (soft  and  hard). 

c.  Copper. 

d.  Gold. 

e.  Silver. 

Locate  by  maps  the  subdivided  industries.  Devote  most  of  the 
time  to  the  United  States  and  to  New  York  State. 

IV.  The  next  step  involves  the  study  of  a single  product  of  any  given 
industry,  methods  of  production,  values,  transportation  and 
markets. 

The  following  outline  is  suggestive  only,  and  is  easily  adapted  to 
any  other  agricultural  product. 

Besides  the  special  study  of  wheat,  it  is  to  be  hoped  that  the 
teacher  will  have  time  to  outline  and  study  other  food  products,  such  as : 

a.  Sugar. 

b.  Rice. 

c.  Tea. 

d.  Coffee,  etc. 


87 


The  Study  of  Wheat.  (4  weeks.) 

1.  Distribution  of  the  World’s  Great  Wheat  Fields. 

a.  In  the  United  States : 

1.  North  central  section,  including  Indiana,  Illi- 
nois, Minnesota,  North  and  South  Dakota,  Wis- 
consin, Kansas  and  Nebraska. 

2.  Western  section,  including  California,  Oregon 
and  Washington. 

3.  Eastern  section,  including  New  England,  and 
North  Atlantic  States. 

4.  Southern  section,  Texas. 

b.  In  the  foreign  countries : 

1.  Russia. 

2.  India. 

3.  France. 

4.  Austria-Hungary. 

5.  Canada. 

6.  Argentine  Republic. 

2.  Conditions  of  Cultivation. 

a.  Soil. 

b.  Climate : 

1.  Temperature. 

2.  Rainfall. 

c.  Methods  of  Cultivation.  Contrast  the  methods  of 
wheat  cultivation  in  Western  New  York  and  in  the 
north  central  section  of  the  United  States. 

d.  Economic  Conditions.  Lands,  cheap  or  expensive ; 
labor,  scarce  or  plentiful ; machinery  and  its  relation 
to  labor. 

Apply  these  economic  conditions  to  the  United  States, 
to  India,  to  Russia. 


88 


3.  Harvesting. 

a.  Reaping. 

b.  Threshing. 

4.  Marketing. 

a.  Transportation: 

1.  Farm  to  railroad. 

2.  Grain  elevators  (storage). 

3.  By  rail  or  waterway  to  points  of  concentration 
for  transshipment  or  manufacture. 

4.  Shipment,  east  or  abroad. 

b.  Location  of  great  wheat  markets  of  the  United  States 
and  reason  for  their  location : 

1.  Duluth. 

2.  Minneapolis. 

3.  St.  Louis. 

4.  Chicago. 

5.  Buffalo. 

6. *New  York. 

7.  San  Francisco. 

8.  Portland,  Oregon. 

c.  Location  of  great  wheat  markets  of  the  world : 

1.  One  in  India. 

2.  One  in  Russia. 

3.  One  in  Canada. 

5.  Manufacture. 

a.  Process : 

1.  Purification  of  the  grain. 

2.  Grinding  (study  methods  of  grinding  from 
early  times  to  the  big  roller  process  mills  of 
to-day). 

, 3.  Bolting  (what  bolting  does  and  the  by-prod- 
ucts ) . 


89 


4.  Bagging  and  preparing  for  final  market. 

b.  Types  of  Mills: 

1.  Custom. 

2.  Merchant. 

c.  States  which  lead  in  the  manufacture  of  flour  and  the 
reason  therefor: 

1.  Minnesota. 

2.  Ohio. 

3.  Illinois. 

4.  Indiana. 

5.  New  York. 

6.  Marketing  the  finished  product. 

a.  The  home  market, 

b.  Great  Britain  and  Ireland. 

There  should  be  time  enough  to  treat  two  other  products,  either 
as  suggested  in  this  outline  for  wheat,  or  in  one  worked  out  by  the 
teacher  and  principal. 


Seventh  Grade  A. 

Commercial  and  Industrial  Geography. 

Three  fundamental  needs  of  mankind  are : 

1.  Food. 

2.  Clothing. 

3.  Shelter. 

In  the  previous  grade  all  these  needs  were  studied  in  a general 
way  showing  how  geographic  conditions  influence  them.  Large  indus- 
trial regions  were  described  and  located,  market  cities  and  transporta- 
tion routes  were  traced  upon  maps,  and  one  or  more  food  products 
studied  showing  the  various  steps  from  the  soil  to  the  table. 

There  remains  to  be  considered  more  in  detail  clothing  and  shelter, 
and  the  geographic  conditions  which  influence  them.  These  topics  are 
to  be  treated  separately. 


90 


J 


1.  By  a study  of  these  needs  in  different  climates,  and  in  dif- 
ferent civilizations. 

2.  By  a general  study  of  the  larger  regions  from  which  the 
materials  are  obtained. 

3.  By  a study  of  some  of  the  methods  by  which  these  raw  mate- 
rials are  obtained,  prepared  for  market  and  shipped  to  centers 
from  which  they  are  distributed  to  the  manufacturers. 

4.  By  a study  of  production,  manufacture  and  trade. 

Clothing. 

I.  All  civilized  nations  clothe  themselves.  The  material  used,  the 
amount  of  clothing,  and  the  nature  of  the  garment,  vary  greatly 
among  different  races  and  in  different  climates.  By  means  of  pic- 
tures, contrast  the  clothing  in  different  climates ; of  different  races 
in  similar  climates.  Note  that  primitive  people  have  garments  few 
in  number  and  of  almost  universal  pattern.  Contrast  the  clothing 
of  a native  of  Korea  and  of  a resident  of  the  city  of  Rochester. 
Clothing  is  used  as  a means  of  ornament  as  well  as  a means  of  com- 
fort. This  love  of  adornment  is  instinctive  and  is  found  in  no 
small  degree  in  the  lowest  stages  of  human  life.  Note  the  early 
history  of  trade  with  the  savages  of  newly  discovered  lands  and 
islands.  Among  the  more  highly  civilized  peoples,  personal  adorn- 
ment has  become  an  art,  and  great  varieties  of  materials  of  many 
weaves  and  colors  are  manufactured,  as  well  as  many  ornaments 
used  upon  the  head  and  hands,  about  the  neck  or  fastened  to  the 
, garments.  (1  week.) 

II.  The  materials  used  for  the  manufacture  of  clothing  are  of  vege- 
table or  animal  origin,  and  include  the  following  as  the  most  im- 
portant : 

1.  Materials  of  Vegetable  Origin. 

a.  Cotton. 

b.  Flax. 

c.  Hemp. 

d.  Grasses  in  great  variety. 

e.  India  rubber. 


91 


2.  Materials  of  Animal  Origin. 

a.  Wool  from  the 

1.  Sheep. 

2.  Goat. 

3.  Alpaca. 

4.  Camel. 

b.  Silk. 

c.  Leather  made  from  hides  of 

1.  Cattle. 

2.  Sheep. 

3.  Goats. 

4.  Horses. 

5.  Swine. 

d.  Furs. 

Note  the  great  variety  of  fur-bearing  animals  and  the  habitat  of 
the  most  important.  Using  wall  maps,  locate  the  regions  of  the  world 
in  which  each  of  the  above  mentioned  raw  materials  is  found  in  great- 
est abundance. 

Have  the  pupils  give  a list  of  the  different  kinds  of  materials  that 
enter  into  the  garments  of  a well  dressed  man ; of  a well  dressed 
woman,  and  point  out  the  places  where  each  may  have  been  produced. 
(3  weeks.) 

III.  The  preparation  of  clothing  from  raw  materials  involves  their  col- 
lection or  growth,  their  manufacture  or  preparation  and  their 
marketing.  It  frequently  happens  that  more  than  one  kind  of 
raw  material  enters  into  the  manufacture  of  a single  fabric. 

Study  these  operations  after  the  following  suggestive  outline : 

Cotton. 

1.  The  World’s  Great  Cotton  Fields. 

a.  In  the  United  States. 

. < 

b.  In  foreign  countries. 


92 


2.  The  Plant. 

a.  An  annual. 

b.  Description  of. 

c.  Cotton. 

3.  Its  Cultivation  and  Two  Varieties. 

a.  Upland. 

b.  Sea  Island. 

4.  Conditions  of  Cultivation. 

a.  Climate. 

b.  Soil. 

c.  In  India. 

d.  In  Egypt. 

5.  Harvesting  of  the  Crop. 

a.  How  picked. 

b.  How  cleaned  from  seeds. 

c.  Baled. 

d.  By-products. 

6.  Transportation. 

a.  To  states  that  lead  in  the  manufacture  -of  cotton. 
Name  the  most  important  and  the  reason  therefor. 

7.  Manufacture. 

a.  Process : 

1.  Spinning. 

2.  Weaving. 

3.  Mercerization. 

4.  Dyeing  and  Finishing. 

As  far  as  possible  study  one  or  more  materials  of  animal  origin. 
Study  how  the  fabrics  and  other  products  when  finished  are  sold  and 
distributed  for  domestic  manufacture,  such  as: 

a.  Undergarments. 

b.  Hosiery. 

c.  Hats. 


93 


d.  Boots  and  shoes. 

e.  Collars,  cuffs  and  shirts. 

f.  Ready-made  clothing.  (6  weeks.) 

Shelter. 

Much  the  same  may  be  said  of  shelter  as  a need,  as  has  been  said 
of  clothing.  By  pictures  and  text  compare  the  variety  of  habitations 
of  man,  conditioned  by  race,  climate  and  civilization.  Compare  the 
dwellings  in  rural  districts  with  those  of  a modern  city.  (1  week.) 

I.  Study  the  Essentials  of  a Good  House  in  Rochester. 

1.  Heating. 

2.  Ventilation. 

3.  Sanitary  needs.  (2  weeks.) 

II.  Study  of  a Typical  House. 

Trace  and  assemble  materials,  naming  locations  where  they  are 
found  as  raw  materials  and  the  centers  where  they  are  prepared 
for  the  builder.  (3  weeks.) 

III.  Finally,  study  how  food,  clothing  and  shelter  have  been  made  avail- 
able by  the  co-operation  of  men.  For  example:  Have  the  pupils 
name  as  far  as  possible  the  different  activities  involved  in  placing 
a dish  of  strawberries  on  their  table ; buttons  on  their  clothing ; 
paper  on  the  walls  of  their  homes,  etc.  (2  weeks.) 

The  following  books  and  apparatus  will  be  found  useful,  and  in 
some  cases  necessary,  in  carrying  out  this  course  in  the  Seventh  Grade. 

1.  Course  of  Study  and  Syllabus  for  Elementary  Schools,  New 
York  State. 

2.  Carpenter’s  Series : 

a.  How  the  world  is  fed. 

b.  How  the  world  is  clothed. 

c.  How  the  world  is  sheltered. 

3.  Chamberlain  Series : 

a.  How  we  are  fed. 


94 


b.  How  we  are  clothed. 

c.  How  we  are  sheltered. 

4.  Adams'  Elementary  Geography. 

5.  McMurry,  “Type  Studies  of  the  United  States." 

6.  Stereopticon  and  various  slides  that  may  be  obtained  from 
the  State  Department. 

7.  Stereoscope  and  Educational  Stereographs. 

8.  Outline  Maps. 

9.  As  a hand-book  for  the  teacher,  Gannett-Garrison-Houston’s 
Commercial  Geography  is  recommended. 

10.  Frey’s  “Leading  Facts  of  Geography." — New  York  edition. 

11.  The  Story  of  Cotton. — Brooks. 

12.  Story  of  a Grain  of  Wheat. — Edgar. 

13.  Commercial  and  Industrial  Geography.— Kellar  and  Bishop. 

14.  Rabenort’s  Geographical  Series. — Am.  B.  Co. 


95 


Physiology 

First  Grade. 

Teachers  of  B Grades  cover  topics  I,  II,  III  and  VII.  Teachers 
of  A Grades  review  work  of  B Grade,  and  teach  the  additional  topics 
assigned  this  grade. 

I.  The  Body. 

Name,  location  and  use  of  the  principal  parts  and  organs — head, 
trunk,  brain,  heart,  stomach,  etc. 

II.  Food. 

Necessity  of  food  for  growth  and  repair.  Good  foods — milk, 
eggs,  bread,  butter,  meat,  fruit,  vegetables,  olive  oil,  nuts  and 
cocoa.  Poor  foods — tea,  coffee  and  alcoholic  drinks. 

III.  Air. 

Value  and  need  of  pure  air. 

IV.  Water. 

Emphasize  the  use  of  the  drinking  fountain.  Necessity  of  pure 
water  for  drinking  and  bathing.  Danger  of  the  common  drink- 
ing cup. 

V.  Rest  and  Exercise. 

Importance  of  regular  and  sufficient  sleep. 

Importance  of  regular  daily  exercise  at  home  and  in  school. 

VI.  Accidents  and  Emergencies. 

Proper  care  of  cuts,  bruises  and  burns. 


96 


VII.  Habits  to  be  Emphasized. 

Thorough  mastication. 

Proper  position  and  breathing. 

Keeping  objects  out  of  the  mouth,  such  as  pencils,  money,  etc. 
Removing  rubbers  indoors. 

Value  of  clean  hands  and  faces. 

Second  Grade. 

Teachers  of  B Grades  review  work  of  First  Grade,  and  teach 
topics  I,  II,  III  and  VI.  Teachers  of  A Grade  review  all  previous 
work,  and  teach  topics  IV  and  V. 

I.  The  Body. 

Its  composition — flesh,  blood  and  bones. 

II.  Food. 

a.  Good  meals. 

1.  Breakfast — fresh  fruit,  cereal,  eggs,  toast,  milk,  etc. 

2.  Lunch— sandwiches,  fruit,  nuts,  milk,  chocolate,  etc. 

3.  Dinner — soup,  meat  or  fish,  bread,  vegetables,  and  fruit  or 
a light  pudding. 

b.  Poor  meals. 

Meals  in  which  strong  tea,  coffee  or  alcoholic  drinks  are 
served. 

III.  Air. 

Necessity  for  constant  supply  of  pure  air. 

Exhaled  air  impure. 

Outdoor  air  usually  pure. 

Need  for,  and  ways  of  ventilating  rooms. 

IV.  Water. 

Need  for  much  drinking  of  water. 

When  drinking  water  should  be  boiled. 

Necessity  for  regular  bathing. 


97 


V.  Care  of  Body. 

Teeth — temporary  and  permanent  sets,  value  in  preparing  food 
for  digestion,  care  of  teeth,  causes  of  decay. 

Advantages  of  outdoor  exercise. 

Rest  and  sleep — best  time  for,  and  amount  of,  sleep  necessary. 

VI.  Accidents  and  Emergencies.  • 

Danger  from  wounds. 

What  to  do  if  clothing  catches  fire. 

VII.  Habits  to  be  Emphasized. 

Cultivate  habit  of  deep  breathing  and  breathing  through  nostrils 
constantly. 

Correct  and  daily  use  of  tooth  brush. 

Third  Grade. 

Teachers  of  B Grades  cover  topics  I,  II  and  VII. 

Teachers  of  A Grades  review  work  of  B Grade  and  teach  the 
additional  topics  assigned  this  grade. 

I.  The  Body. 

Principal  functions — motion,  respiration,  nutrition,  excretion  and 
sensation. 

II.  Food. 

Value  of  such  liquid  foods  as  milk  and  cocoa. 

Dangers  of  coffee,  tea  and  all  forms  of  alcoholic  drinks. 

Danger  of  over-eating;  especially  such  foods  as  pie,  cake,  candy, 
etc.,  and  of  green  or  decayed  fruit. 

Superiority  of  milk  delivered  in  bottles  over  that  delivered  in 
cans ; care  necessary  after  delivery  at  home. 

How  eggs,  butter,  meat,  flour,  bread,  fish,  etc.,  should  be  kept  at 
home  and  in  stores. 

Why  food  is  cooked ; fried  foods  to  be  avoided ; simply  prepared 
foods  the  best. 


98 


III.  Air. 

The  thermometer  and  its  use. 

Why  artificially  heated  rooms  should  be  kept  at  from  65  to  70 
degrees. 

Why  the  windows  of  one's  sleeping  room  should  be  open  at 
night. 

Cold  air  not  necessarily  pure  air. 

• Importance  of  teaching,  in  connection  with  lessons  in  physical 
training,  the  value  of  exercises  in  deep  breathing  and  of  exer- 
cises to  improve  posture  and  increase  lung  capacity. 

IV.  Water. 

Necessity  for  a daily  cold  or  tepid  bath  and  a warm  bath  at  least 
once  a week. 

Use  of  soap. 

Hot  water  bottle  and  its  use  in  relieving  pain,  etc. 

V.  Care  of  Body. 

Clothing — importance  of  keeping  the  body  dry  and  free  from 
colds ; need  for  underclothing. 

Teeth — necessity  of  taking  good  care  of  temporary  teeth;  the 
first  permanent  teeth ; why  the  teeth  should  be  examined  by  a 
dentist,  and  necessary  cleaning  and  filling  done  at  least  twice 
a year. 

Eyes  and  Ears — value;  various  ways  in  which  they  are  often 
injured  and  weakened;  different  ways  of  favoring  and  protect- 
ing the  eyes. 

Contagious  diseases — bacteria  briefly  and  simply  spoken  of ; how 
the  house  fly  spreads  disease ; why  windows  and  doors  should  be 
screened ; necessity  for  clean  homes,  clean  yards  and  clean  streets. 

VI.  Accidents  and  Emergencies. 

Danger  from  rusty  nails. 

Danger  from  sunstroke. 

Danger  from  electric  wires. 

Danger  from  escaping  gas. 


99 


VII.  Habits  to  be  Emphasized. 


Proper  care  of  hair  and  nails. 

Sleeping  with  windows  open. 

A daily  movement  of  the  bowels  to  get  rid  of  waste  matter. 

(Neglect  of  this  function  a frequent  cause  of  appendicitis  and 
other  bowel  troubles.) 


Grade  IV. 

Teachers  of  B Grades  cover  topics  I,  II,  III  and  IV.  Teachers 
of  A Grades  review  briefly  the  work  of  the  B Grade  and  cover  the 
additional  topics. 

I.  Body. 

Review  chief  parts,  organs,  etc.,  and  their  uses  as  outlined  in 
grades  I,  II  and  III. 

Bones  examined  and  simply  described ; common  names  of  bones ; 
composition  of  bones,  change  in  bone  composition  as  one  grows 
older;  use  of  joints. 

II.  Food. 

Composition  of  proteid,  fat,  starch,  sugar,  mineral  matter,  water, 
the  components  that  are  useful  to  body ; use  of  these  components ; 
need  for  variety  of  diet ; digestion  a chemical  process ; saliva  and 
mouth  digestion ; importance  of  eating  slowly  and  masticating 
thoroughly ; value  of  milk  as  a food — great  value  to  children ; 
value  of  milk  and  eggs  in  the  diet  of  invalids. 

III.  Air. 

Composition  simply  and  briefly  explained ; how  oxygen  is  val- 
uable to  the  body ; why  it  must  be  supplied  continually  in  the  air 
we  breathe ; carbon  dioxid — small  amount  in  pure  air — a product 
of  combustion  in  the  body  exhaled  from  lungs ; out-of-door  air 
usually  pure. 

Organs  of  breathing — mouth,  nose,  epiglottis,  trachea,  bronchia, 
lungs,  backbone,  ribs,  sternum,  intestinal  muscles,  diaphragm 
described  in  elementary  way. 


100 


How  we  breathe ; best  posture  for  correct  breathing ; correct 
posture  results  in  best  carriage  of  body  and  improved  appearance. 

IV.  Water. 

Proportion  of  water  in  tissues ; soft  water,  hard  water,  the  for- 
mer the  greater,  solvent.  Value  of  water  in  cleansing  the  inside 
of  the  body ; value  of  drinking  several  glasses  of  hot  or  cold 
water  a half  hour  or  more  before  meals ; why  best  not  to  drink 
water  during  meals ; excretion  of  water  and  waste  matter  in  solu- 
tion through  the  skin,  kidneys  and  lungs.  Water  an  aid  in  pre- 
venting constipation. 

V.  Blood. 

How  digested  food,  oxygen  and  water  get  to  all  parts  of  the 
body ; composition  of  the  blood — red  and  white  corpuscles,  serum, 
etc.,  and  use  of  each  spoken  of  in  an  elementary  way ; simple 
description  of  heart,  arteries,  veins  and  capillaries  and  the  uses 
of  each. 

VI.  Care  of  Body. 

Clothing — why  needed,  materials  best  for  summer  and  for  win- 
ter ; need  for  underclothing ; different  kinds  and  advantages. 

Teeth — value  to  body,  temporary  and  permanent  sets  and  num- 
ber in  each ; structure,  in  elementary  way ; difference  in  form  of 
some  adapted  for  cutting  and  others  for  grinding. 

Eyes — chief  parts  of  and  use  of  each,  in  an  elementary  way ; the 
process  of  seeing  described  very  simply ; various  ways  in  which 
eyes  are  injured  or  made  defective;  ways  of  favoring  and  pro- 
tecting the  eyes. 

Ears — value  of  hearing  to  the  body,  both  from  standpoint  of 
enjoyment  and  practical  use.  Outer,  middle  and  inner  ear  and 
the  process  of  hearing  simply  described.  Ear-wax,  its  use, 
removal,  etc. 

Voice — organs  of  speech;  location  of  vocal  cords;  how  sound  is 
made ; why  voice  should  not  be  strained. 

Contagious  diseases — useful  and  harmful  bacteria  discussed  in  an 
elementary  way ; common  contagious  diseases  named  and  the 
reasons  for  avoiding  them  given;  why  children  from  homes 


101 


where  there  are  measles,  scarlet-fever,  diphtheria,  etc.,  should  not 
attend  school  or  mingle  with  other  children  until  danger  of  con- 
tagion is  past,  and  why  such  houses  should  not  be  visited  during 
that  period.  Sources  of  contagion  in  common  diseases ; small- 
pox and  what  statistics  show  of  the  effects  of  vaccination ; pos- 
sible, typhoid  infected  sources;  why  drinking  water  from  such 
suspected  sources  should  be  boiled. 

Rest  and  exercise — benefits  of  various  kinds  of  exercise ; why 
out-of-door  preferable ; value  of  keeping  up  regular  exercise  and 
especially  participation  in  some  open  air  sport  during  manhood 
and  womanhood ; value  of  hours  for  rest  and  sleep. 

Alcoholic  drinks — review  points  enumerated  in  Grades  I,  II  and 
III,  giving  more  details  and  greater  emphasis. 

VII.  Accidents  and  Emergencies. 

Common  accidents,  such  as  cuts,  bruises,  sprains,  burns,  injuries 
from  sunstroke,  heat  prostrations,  electric  shocks,  drowning, 
escaping  gas,  fainting,  etc.,  simply  discussed  as  to  their  cause, 
•prevention  and  treatment.  Review  all  points  enumerated  under 
this  head  in  Grades  I,  II,  III,  with  special  emphasis  on  the  impor- 
tance of  learning  to  swim  while  young. 

Grade  V. 

Teachers  of  B Grades  cover  topics  I,  II,  III,  IV. 

Teachers  of  A Grades  review  briefly  the  work  of  the  B Grade 
and  cover  the  additional  topics. 

I.  Body. 

Muscles — what  they  are,  use  to  the  body,  kinds  of  food  that  make 
strong  bones  and  muscles ; effect  of  exercises  on  muscles,  need 
for  rest;  tissues  of  the  body  composed  of  water,  proteid,  fats, 
mineral  matter,  these  supplied  by  food. 

II.  Food. 

Why  food  should  not  be  washed  down ; why  cold  drink  should 
be  avoided ; why  cold  food  should  be  eaten  slowly  and  only  in 
small  quantities;  the  esophagus  and  stomach;  gastric  juice  and 
stomach  digestion ; violent  exercise  or  hard  study  near  meal  time 


102 


to  be  avoided ; the  intestines,  liver  and  pancreas ; bile,  pancreatic 
juice  and  intestinal  fluid,  and  the  use  of  each  in  intestinal  diges- 
tion ; value  of  rest  to  the  digestive  organs,  omitting  a meal  often 
more  effective  than  medicine ; why  eating  between  meals  and 
overeating  should  be  avoided;  best  ways  of  keeping  eggs,  meat, 
bread,  flour,  fruit,  etc.,  fit  for  use ; most  hygienic  ways  of  pre- 
paring meats,  soups,  vegetables,  etc. ; why  coffee  and  tea  are 
harmful  to  children ; the  value  of  cocoa ; harm  resulting  from 
eating  too  much  pie,  cake,  doughnuts,  candy,  etc. 

III.  Air. 

How  indoor  air  often  becomes  impure ; need  for  and  ways  of 
ventilating ; the  thermometer  and  how  to  read  it ; temperature 
for  school  and  living  rooms ; how  to  keep  the  air  of  furnaces 
and  stove-heated  rooms  from  becoming  too  dry;  mouth  breath- 
ing and  adenoids ; advantages  of  nose  breathing ; the  vast  sur- 
face of  lung  cells  in  which  the  exchange  of  oxygen  for  carbon 
dioxid  and  watery  vapor  may  take  place ; the  importance  of 
rhythmic  deep  breathing  and  how  it  may  be  cultivated. 

IV.  Water. 

Dangers  from  impure  water  and  ice. 

Skin — structure  and  use  of  the  dermis,  epidermis,  perspiratory 
glands,  oil  glands,  nails  and  hair,  in  an  elementary  way ; nature 
and  value  of  respiration ; insensible  perspiration ; how  perspira- 
tory and  oil  glands  soil  the  skin;  necessity  for  daily  cleansing  the 
skin ; value  of  cold,  tepid  and  warm  baths ; uses  of  packs,  steam 
and  thermal  baths,  etc. ; value  of  hot  water  in  relieving  pain, 
allaying  congestion,  increasing  circulation  in  the  extremities  of 
the  body. 

V.  Blood. 

Arterial  and  venous  blood  compared ; the  pulse  and  how  to  tell 
its  rate ; normal  pulse,  etc. ; the  course  of  the  blood  in  pulmonary 
and  systemic  circulation  described  without  special  effort  to  have 
details  remembered ; changes  in  appearance  of  blood  during  cir- 
culation and  reason  for. 

VI.  Care  and  Protection  of  the  Body. 

Clothing — disadvantage  of  too  heavy  clothing  for  children  or  for 


103 


adults ; harm  from  tight  clothing ; hygienic  hats,  caps,  shoes,  etc. ; 
use  of  rubbers  and  why  they  should  not  be  kept  on  indoors. 

Teeth — causes  and  cure  of  irregular  teeth;  causes  and  preven- 
tion of  decay ; when  and  how  to  clean ; use  of  dental  floss,  tooth 
powder,  etc. ; why  temporary  teeth  should  be  cleaned  and  filled. 

Eyes — nearsightedness,  farsightedness,  cross-eye,  and  astigma- 
tism briefly  discussed ; indications  of  each  explained ; need  for 
consulting  an  oculist  concerning ; benefits  from  wearing  glasses 
in  such  cases. 

Ears — location  and  use -of  the  eustachian  tube;  common  injuries 
to  the  ears  ; ways  of  protecting  them. 

Voice — change  of  voice  in  boys  and  special  care  necessary  dur- 
ing that  period ; advantages  of  a strong  but  well  modulated  and 
pleasing  voice. 

Contagious  diseases — diseases  in  which  bacteria  are  in  the 
sputum;  tuberculosis  of  the  lungs  (consumption);  why  called 
the  Great  White  Plague ; usual  symptoms  of ; care  in  regard  to 
sputum  and  destruction  of  bacteria ; pure  out-of-door  air  and 
nutritious  food  the  remedies  for ; sanatoriums  for  out-of-door 
treatment ; food,  etc.,  used  at ; persons  likely  to  develop  this  dis- 
ease ; conditions  favorable  for  development ; special  ways  of  for- 
tifying oneself  against  tuberculosis ; why  vigorous  health  is  the 
best  preventive  of  all  diseases. 

Alcohol — effect  of  alcoholic  drinks  on  the  warmth  of  the  body ; 
alcoholic  drinks  and  physical  endurance ; alcoholic  drinks  and 
insurance;  growth  of  the  alcoholic  habit;  why  total  abstinence 
is  the  wisest  and  best  plan. 

Tobacco — why  harmful  to  the  body;  untidiness  of  the  habit; 
“tobacco  heart”  and  insurance ; why  cigarettes  are  especially 
• harmful ; their  bad  effects  on  boys. 

Exercise,  rest  and  sleep — Review  Fourth  Grade  Course. 

VII.  Accidents  and  Emergencies. 

Review  Fourth  Grade  Course. 

Grade  VI. 

Teachers  of  B Grades  cover  topics  I,  II,  III,  IV  and  VIII. 


104 


Teachers  of  A Grades  cover  the  additional  topics. 

I.  Body. 

Review  work  assigned  under  this  topic  to  Grades  IV  and  V. 
II.  Food. 

Review  briefly  work  of  Grades  IV  and  V. 

How  digested  food  is  taken  into  the  blood;  waste  expelled  from 
bowels ; necessity  for  a daily  thorough  movement  of  bowels ; 
harm  of  constipation  and  how  it  may  be  prevented  through  wise 
selection  of  diet,  exercise,  etc. 

Alcoholic  drinks  neither  a proper  food  nor  an  aid  to  digestion, 
cause  disease.  Wise  and  unwise  habits  of  eating  discussed ; dis- 
cussion of  nutritious  meals,  meals  for  invalids,  unhygienic 
meals,  etc. ; bacteria  and  their  part  in  the  destruction  of  food 
considered  in  an  elementary  way. 

III.  Air. 

Danger  from  gas  and  other  stoves  without  pipes  to  carry  off 
the  poisonous  products  of  combustion ; value  of  cool  air  and 
wide  open  windows  in  sleeping  rooms;  city  and  country  air; 
day  and  night  air;  cool  and  warm  air  discussed  as  to  purity, 
etc. ; advantages  of  rugs,  moist  cloth  dusting,  etc. ; value  of 
sunshine. 

Breathing — close  connection  between  lung  capacity  and  health; 
elasticity  of  lungs ; how  lung  capacity  may  be  increased ; exer- 
cises to  improve  posture  and  lung  capacity ; value  of  daily  prac- 
tice of  deep  breathing  exercise ; pure  air  and  deep  breathing 
exercises  the  best  aids  to  good  health. 

IV.  Water. 

Kidneys — number  and  location  in  body ; value  in  eliminating 
urea  from  blood ; effect  on  the  kidneys  of  drinking  plentifully  of 
water ; location  and  use  of  bladder,  danger  from  too  long  retain- 
ing urine,  false  modesty  in  this  respect  to  be  discouraged. 

V.  Blood. 

Review  topics  assigned  to  Grades  IV  and  V. 


105 


I he  points  to  be  emphasized  are  the  vital  necessity  for  free  cir- 
culation of  the  blood  to  every  part  of  the  body ; why  circulation 
should  not  be  obstructed  by  tight  clothing  or  improper  position, 
and  how  circulation  may  be  improved  by  exercise,  massage,  etc. 

VI.  Nerves. 

Brain,  spinal  cord,  nerves,  nerve  centers,  and  the  office  of  each 
simply  and  briefly  described ; the  great  importance  of  carefully 
protecting  the  brain  and  spinal  cord  from  blows  and  other 
injuries. 

VII.  Care  of  Body. 

Teeth — why  first  permanent  teeth  need  special  attention;  ne- 
cessity for  examination  by  a dentist  at  least  twice  a year;  good 
teeth-building  foods ; chewing  crusts,  etc.,  good  exercise  for 
teeth;  common  injuries  to  be  avoided. 

Eyes — why  unwise  not  to  wear  glasses  if  eyes  are  defective; 
advantages  of  spectacles  over  eye-glasses,  care  of  glasses ; care 
of  eyes  of  infants ; large  amount  of  blindness ; nearsightedness, 
etc.,  and  how  much  of  it  might  be  avoided. 

Ears — signs  of  defective  hearing  and  approaching  deafness ; 
why  an  aurist  should  be  consulted  concerning  such  symptoms ; 
deafness  in  one  ear  often  undetected  for  a long  time ; deafness 
a calamity  to  be  avoided. 

Voice — exercises  to  strengthen  and  improve  tone,  use  of  tongue 
and  teeth  in  speech,  and  exercises  for  improving  enunciation. 

Contagious  diseases — the  house-fly,  proof  that  it  is  not  particu- 
lar about  its  food ; number  of  bacteria  one  fly  can  carry ; how 
responsible  for  typhoid  germs,  tubercular  bacilli,  germs  from 
sores  and  various  other  sources  getting  into  the  human  body 
and  causing  disease  and  many  deaths ; where  and  under  what 
conditions  it  breeds ; why  refuse  from  stables  and  garbage 
should  be  removed ; or  if  not,  why  they  should  be  kept  in  vaults, 
screened  and  disinfected ; why  dead  animals,  straw,  paper,  or 
any  other  materials  likely  to  decay  should  not  be  kept  on  the 
premises ; why  sewerage  system  should  be  kept  in  order  and 
lime,  oil  or  other  disinfectant  frequently  sprinkled  in  drains ; 
why  all  windows  and  doors,  especially  those  of  the  kitchen  and 


106 


dining  room,  should  be  screened ; why  all  flies  that  get  into  the 
house  should  be  killed ; why  flies  should  be  kept  from  the  sick ; 
why  unscreened  or  uncovered  fruit,  candy,  food,  etc.,  should 
not  be  purchased  from  stores. 

Exercise,  Rest  and  Sleep — Review  and  emphasize  topics 
assigned  Grade  IV. 

VIII.  Joy  of  Health  and  Strength. 

Ability  to  play  and  work  our  best,  to  look  our  best  and  be  our 
best  some  of  the  most  satisfactory  things  in  life;  one’s  attitude 
toward  play  and  work  when  ill  compared  with  attitude  when 
in  enjoyment  of  perfect  health;  good  health  the  best  possible 
capital;  individual  responsibility  for  its  possession;  the  princi- 
pal bodily  habits  likely  to  develop  health  and  strength  enumer- 
ated and  emphasized. 

IX.  Accidents  and  Emergencies. 

Review  and  emphasize  topics  assigned  Grade  IV; 

Grade  VII. 

Teachers  of  B Grades  cover  topics  I,  II,  III  and  IV.  Teachers  of 
A Grades  review  briefly  the  work  of  the  B Grade  and  cover  the  addi- 
tional topics. 

I.  Body. 

Review  topics  as  outlined  for  Grades  IV,  V and  VI.  Such  addi- 
tional facts  as  the  adaptability  of  the  shape  and  structure  of 
bones  to  use;  kinds  of  joints;  use  of  tendons;  connection  tissue, 
etc.,  should  be  taught  at  this  time. 

II.  Food. 

Proteid,  fat,  starch,  sugar  and  mineral  salts  and  the  use  of  each 
to  the  body^  given  in  greater  detail ; regulation  of  diet  to  suit 
heat  conditions ; need  of  variety  in  diet ; composition,  care,  use 
and  digestibility  of  such  common  foods  as  milk  and  its  products, 
eggs,  meat,  grains,  vegetables,  fruit,  nuts,  olive  oil,  etc.,  given 
in  greater  detail;  coffee,  tea,  chocolate,  cocoa,  “soft”  drinks  and 
alcoholic  drinks  discussed  from  the  standpoint  of  value  to  the 


107 


body  : best  ways  of  keeping  and  preparing  foods ; harm  from 
eating  freely  of  rich  desserts,  candy,  etc. ; why  a liking  for  milk, 
eggs  and  certain  food  valuable  in  illness  should  be  cultivated ; 
direct  value  of  wisely  selecting  one’s  food  at  daily  meals. 

III.  Digestion. 

A chemical  process  ; saliva,  salivary  glands  and  mouth  digestion ; 
benefits  of  slow  eating  and  thorough  mastication ; esophagus, 
stomach,  small  intestine,  large  intestine,  brief  statement  as  to 
muscles  of  canal  and  how  they  work,  length  of  digestive  canal ; 
gastric  glands,  gastric  juice  and  stomach  digestion,  the  work 
of  muscles  in  stomach  digestion ; the  liver,  pancreas,  work  of 
and  intestinal  digestion ; absorption  and  assimilation  briefly 
described ; need  for  thorough  daily  movement  of  the  bowels, 
best  time  for  and  regularity  essential. 

IV.  Eating  Habits. 

Food  should  be  taken  slowly  and  masticated  thoroughly;  eating 
between  meals  to  be  discouraged ; why  food  should  not  be 
soaked  or  washed  down  with  liquids ; use  of  cold  drinks  or  cold 
food  at  regular  meals ; effect  of  violent  exercise  or  severe  men- 
tal effort  immediately  before  or  soon  after  meals ; effect  of 
excitement  on  digestion ; happy  state  of  mind  the  best  condition. 

V.  Air. 

Review  topics  assigned  Grades  IV,  V and  VI,  presenting  them 
in  greater  detail.  Emphasize  deep  breathing  and  other  exer- 
cises likely  to  increase  lung  capacity  and  improved  position. 

VI.  Water. 

Review  topics  assigned  to  Grades  IV,  V,  VI.  Emphasize  the 
value  of  drinking  water  freely ; frequent  bathing ; reason  for 
not  quickly  checking  the  flow  of  perspiration ; many  simple  ways 
in  which  water  is  useful  to  the  body ; the  skin,  kidneys,  etc., 
studied  in  more  detail. 

VII.  Blood. 

Review  work  of  preceding  grades,  giving  more  detail.  Normal 
temperature  of  body ; significance  of  pulse  rate. 


108 


Grade  VIII. 


Teachers  of  B Grades  cover  topics  I,  II,  III,  IV.  Teachers  of  A 
Grades  review  topics  of  B Grades  and  in  addition  teach  remaining 
topics. 

I.  Nervous  System. 

Review  topics  given  in  Grade  VI ; the  principal  parts  of  the 
brain  and  the  use  of  each ; the  structure  of  the  brain  and  spinal 
cord  presented  in  more  detail  than  in  Grade  VI ; the  ganglia 
and  their  function  briefly  discussed. 

II.  Special  Senses. 

Sight— the  eyes  and  their  use  to  the  body;  principal  parts  of 
each,  the  use  of  each,  the  process  of  seeing  presented  in  more 
detail  than  in  Grades  IV,  V and  VI ; special  care  and  protec- 
tion necessary  for  eyes  of  infants ; the  disadvantage  of  defec- 
tive vision  or  blindness  and  personal  responsibility  for  the  con- 
dition of  one’s  eyes  emphasized  throughout ; such  points  as  cor- 
rect position  when  reading  by  artificial  light;  not  allowing  the 
book  or  paper  one  is  reading  to  lie  flat  on  a desk  or  table,  and 
other  similar  points  should  be  presented  so  frequently  and  force- 
fully as  to  result  in  personal  application  by  each  pupil. 

Hearing — present  the  topics  pertaining  to  the  structure,  care 
and  protection  of  the  ears,  given  in  Grades  IV,  V and  VI,  giving 
more  detail  and  enlarging  where  the  ideas  will  be  clarified  or 
strengthened  thereby ; proper  care  and  protection  should  be  the 
chief  aims ; the  cause  of  dumbness. 

Taste,  smell  and  feeling — each  briefly  discussed  and  explained ; 
how  sense  acuteness  may  be  cultivated. 

III.  Care  of  Body. 

Clothing — present  topics  enumerated  in  other  grades,  with 
greater  detail. 

Teeth — present  topics  given  in  other  grades,  but  in  greater 
detail  where  helpful,  e.  g.,  more  facts  concerning  structure, 
names  of  different  teeth,  etc. ; the  utility  and  beauty  of  clean 
healthy  teeth  should  be  emphasized  throughout. 

Voice — review  topics  given  in  preceding  grades. 


109 


IV.  Contagious  Diseases. 

Discuss  the  points  given  under  this  head  in  preceding  grades, 
giving  additional  data  where  feasible ; health  officers  and  their 
duties ; removal  of  garbage,  waste,  etc.,  at  public  expense  and 
the  reason ; necessity  of  public  and  personal  cleanliness ; public 
movements  to  prevent  the  spread  of  tuberculosis  of  the  lungs, 
etc. ; importance  of  pure  water  supply ; how  individual  good 
sense  and  reasonable  care  may  prevent  much  illness  and  suf- 
fering ; review  points  on  the  house-fly ; danger  of  infection  from 
mosquito. 

V.  Accidents  and  Emergencies. 

Consider  the  points  enumerated  in  preceding  grades,  giving 
additional  information  where  practicable,  e.  g.,  how  to  stop 
bleeding  from  an  artery  or  a vein,  how  to  perform  artificial  res- 
piration, especially  in  cases  of  drowning  and  electrical  shocks, 
how  to  do  simple  bandaging,  cleansing  of  cuts,  wounds,  etc. ; 
value  of  reasonable  caution  in  preventing  accidents,  and  of  quick 
action  in  repairing  and  lessening  the  harmful  effects  of  them. 

VI.  Exercise,  Rest  and  Sleep. 

Emphasize  the  topics  enumerated  in  preceding  grades,  value  of 
out-of-door  sports,  best  times  for  exercise  upon  the  muscles  and 
upon  the  different  functions ; value  of  rest  to  the  brain  before 
severe  effort. 

VII.  Alcohol,  Tobacco,  Opiates. 

Review  topics  given  in  preceding  grades ; take  up  in  some  detail 
the  effect  of  alcoholic  drinks  upon  the  stomach,  liver,  heart, 
arteries,  etc. ; effect  on  morals ; relation  of  alcoholic  habit  to 
insanity,  crime,  working  ability,  securing  employment,  doing 
one’s  best  in  athletics;  growth  of  alcoholic  habit;  harm  from 
use  of  tobacco,  especially  cigarettes;  injurious  effects  of  opiates. 

VIIL  The  Joy  of  Health  and  Strength. 

The  great  advantage  of  good  health  and  strength  and  the  dis- 
comforts and  handicap  of  ill  health  discussed;  ease  with  which 
health  and  strength  are  lost  and  difficulty  and  length  of  time 
required  to  regain  them ; summary  of  habits  likely  to  make  our 
bodies  healthy  and  efficient. 


110 


Nature  Study 

The  following  course  in  Nature  Study  is  an  exact  reprint  of  the 
former  course.  It  is  printed  here  for  such  suggestions  as  it  may  con- 
tain for  teachers.  It  is  in  no  sense  a required  course. 

The  need  of  the  right  kind  of  work  in  Nature  Study  for  pupils 
in  the  elementary  school  is  obvious.  Rochester  has  not  been  able  thus 
far  to  find  a satisfactory  way  of  meeting  this  need.  Unless  actual 
specimens  are  intelligently  and  sympathetically  used  the  work  is  bound 
to  be  perfunctory  and  valueless.  To  insure  the  getting  of  such  speci- 
mens and  the  intelligent  and  sympathetic  use  of  them  by  the  teacher 
requires  facilities  and  more  extended  means  of  training  than  are  now 
available.  The  whole  course  in  Nature  Study  is,  therefore,  being 
worked  through  with  the  view  of  ascertaining  the  extent  to  which  the 
two  essential  conditions  just  named  can  be  made  in  such  a way  as  to 
guarantee  to  the  child,  at  least  to  some  appreciable  extent,  the  advan- 
tages which  the  real  study  of  Nature  is  designed  to  give. 

First  Grade. 

Fall. 

Color:  Fields,  trees,  skv,  birds,  flowers,  charts  of  leaves  and  fruit. 

Gardening,  farm  life,  with  excursions  to  farm. 

Study  of  some  common  tree,  as  horse  chestnut,  apple  or  maple, 
leaves,  fruit,  uses. 

Preparation  of  plants  for  winter. 

Moths  and  butterflies ; development,  preparation  for  winter.  , 

Winter. 

Color:  Snow  and  shadows,  bare  fields,  forests,  fruits. 

Study  of  common  vegetables  and  fruits. 

Plant  passivity. 


Ill 


Study  of  same  tree  continued ; trunk,  branches,  bark,  buds ; study 
of  some  common  evergreen,  as  pine  or  Norway  spruce. 

Domestic  birds,  as  hen,  duck,  pigeon,  canary,  parrot ; comparison 
of  structure  as  related  to  food  and  habits ; family  life  and  care  of 
young. 

Spring. 

Color : Opening  buds  and  leaves,  flowers,  birds,  insects. 

Spring  awakening  of  life. 

Study  of  the  same  tree  continued ; opening  of  buds,  flowering, 
formation  of  fruit,  uses  of  tree. 

Gardening  and  farm  life. 

Moths  and  butterflies. 

Simple  talks  on  the  weather  throughout  the  year ; sunshine  charts. 

Stories  and  poems. 

Second  Grade. 

Fall. 

Gardening  and  farming. 

Study  of  tree  as  in  first  grade,  as  poplar,  elm,  oak  or  chestnut. 

Dissemination  of  a few  common  seeds ; dandelion,  milk-weed, 
stick-tight,  burr,  maple. 

Fruits:  Apples  and  apple-like  fruits,  stone  fruits,  nuts,  berries. 

Grasshoppers,  locusts,  crickets. 

Winter. 

How  plants  and  animals  pass  the  winter. 

Study  of  tree  continued ; also  cedar  or  hemlock. 

Study  of  vegetables  and  fruit  continued. 

* 

Conditions  of  germination ; experiments  .to  show  effect  of  moist- 
ure, heat  and  light. 

Let  the  children  plant  flower  seeds,  as  sweet  pea  or  nasturtium, 
and  watch  germination  and  growth  to  fruiting. 

Comparative  study  of  cat  and  rabbit,  or  other  unlike  animals. 


112 


Spring. 

Gardening  and  farm  life. 

Rise  of  sap ; opening  of  buds ; springing  up  of  plants  from  under- 
ground parts. 

Tree  study  continued. 

Recognition  of  a few  common  flowers. 

Wild  birds,  as  robin,  English  sparrow,  crow,  oriole ; food  habits, 
family  life,  use  to  man. 

Forms  of  water,  wind  and  directions;  weather  charts  of  sunshine 
and  wind. 

Stories  and  poems. 

Third  Grade. 

Fall. 

Recognition  of  common  flowers. 

Trees:  Kinds  of  oaks  and  maples;  other  common  deciduous  and 
evergreen  trees  of  neighborhood  and  in  the  parks ; ready  Recognition 
of  them  at  all  seasons ; uses  to  man. 

Comparison  of  seeds,  as  to  mode  of  dissemination ; use  of  various 
fruits  to  plants. 

Planting  of  wheat. 

Insect  homes : Leaf  rollers  and  miners,  galls,  tents,  nests  of 

wasps,  bees,  ants. 

Migration  of  birds. 

Winter. 

Tree  study  continued. 

Study  of  cereals. 

Germination  of  squash,  pumpkin,  bean  or  pea;  corn  or  wheat; 
careful  study  of  stages  in  each ; drawings  made. 

Domestic  mammals : Horse,  cow,  sheep,  etc. ; habits,  comparison, 

uses,  products. 

Experiments  on  air,  heat,  wind,  thermometer,  temperature. 

Spring. 

Trees /and  flowers. 


113 


Planting  of  corn ; study  of  wheat  and  corn  plants. 

Wild  birds:  Spring  migration  and  nesting  habits;  uses  to  man. 

Insect  homes  continued. 

Cloud  forms. 

Weather  charts  of  wind,  sunshine,  cloud  forms  and  temperature. 

Poems  and  stories. 

Fourth  Grade. 

Fall. 

General  plant  relationship:  No  study  of  parts  of  flower  by  chil- 

dren, but  simply  recognition  of  relationship ; study  of  sunflower  and 
comparison  with  other  composites  collected  by  children ; study  of  mint 
family. 

Leaf  venation : Parallel  and  netted  veined  leaves. 

Bird  habits  continued. 

Study  ,of  bugs  and  beetles ; aquaria  with  water  insects. 

Winter. 

Germination  of  various  plants  having  one  and  two  cotyledons  to 
compare ; drawings. 

Wild  mammals  in  groups  as  far  as  can  be  studied ; domestication ; 
relations  to  man. 

Comparison  of  food  habits  and  adaptation  of  animals  already 
studied. 

Spring. 

Lily,  rose  and  buttercup  families,  studied  in  the  same  way  as  the 
composite  family. 

Leaf  venation. 

Study  of  flower  parts  sufficiently  to  recognize  that  parts  of  one 
group  are  usually  in  threes,  never  in  fives,  while  parts  of  other  groups 
are  often  in  fives.  Children  by  this  time  should  be  able  to  separate  the 
plants  they  find  into  the  two  great  groups  of  monocotyledons  and  dico- 
tyledons, and  discover  the  distinctions  for  themselves. 

Study  of  birds  and  insects  continued. 


114 


General  problems  relating  to  seasons  as  suggested  by  United  States 
Weather  Bureau. 

Effect  of  climate  on  man. 

Stories  and  poems. 


Fifth  Grade. 

Wood : Kinds ; appearance  in  various  sections ; value  of  different 
kinds. 

Forests : Growth ; enemies  ; preservation ; lumbering. 

Study  of  important  plant  families ; flower  parts. 

Continued  classification  into  groups  of  monocotyledons  and  dico- 
tyledons. 

Recognition  of  great  groups  of  algae,  fungi,  mosses,  ferns,  gym- 
nosperms,  angiosperms. 

Clam,  snail,  cray-fish,  lobster ; fish ; life  habits. 

Changes  in  coloration ; protective  coloration  of  mammals,  birds 
and  insects. 

How  insects  live ; how  they  breathe ; how  they  eat ; experiments 
with  food  plants. 


4 Sixth  Grade. 

Literature. 

Work  of  flower  parts ; pollenation,  wind  and  insect ; provisions  to 
prevent  self-pollenation  and  to  secure  cross-pollenation. 

Growth  of  fruit  from  flower;  careful  study  of  various  examples. 

Study  of  different  kinds  of  fruit  as  to  provisions  for  seed  dispersal. 

Roots : Work,  adaptations. 

Stems:  Work,  adaptations. 

Locomotion  of  various  vertebrates  and  adaptations. 

Bees,  wasps  and  ants. 

Common  minerals : Formation  of  rocks,  as  shale,  sandstone,  con- 

glomerate, limestone,  granite,  etc. ; building  stones ; formation  and 
transportation  of  soil. 

Literature. 


115 


Seventh  Grade.  • 


Ecological  factors:  Heat,  water,  soil,  light,  wind. 

Plant  societies. 

Weeds  and  useful  plants,  with  special  study  of  economic  relations. 

Differences  between  wild  and  cultivated  plants ; methods  by  which 
our  food  plants  have  been  produced  from  the  original  wild  stock. 

Development  of  frog  and  toad ; water  insects ; study  of  habits  in 
aquaria. 

Simple  experiments  in  Physics. 

Literature. 

Eighth  Grade. 

General  physiology  of  plants  and  animals ; experiments. 

Physics. 

Economic  relations  of  animals  and  insects. 

Literature. 


116 


Drawing 

Kindergarten. 

Color  Study. 

a.  Presented  as  a whole,  as  found  in  the  rainbow,  the  glass 
prism,  soap-bubble,  shells,  birds,  insects,  etc. 

b.  Recognition  of  the  individual  colors  that  make  up  the  whole, 
i.  e.,  the  prismatic  colors — red,  orange,  yellow,  green,  blue, 
violet. 

c.  Study  of  the  kindergarten  gifts,  flowers,  fruits,  vegetables, 
bits  of  materials,  etc. 

Brush  Work. 

a.  Flat  tones  of  color  over  large  surfaces. 

b.  Experiments  in  mixing  colors — yellow  and  blue  to  make 
green,  etc. 

c.  Clouded  wash  of  blue  to  suggest  sky. 

d.  Clouded  wash  of  green  lower  on  paper  suggesting  land. 

e.  Free  painting  of  very  simple  objects,  fruits,  vegetables,  large 
flowers,  etc. 

Blackboard  Work. 

Imaginative  and  illustrative  pictures  related  to  the  daily  pro- 
grams. 


Color  Study. 


First  Grade. 


Oral — a.  Conversational  lessons  noting  colors  found  in  imme- 
diate surroundings  and  in  materials  brought  into  the  school 
room. 

b.  Introduction  of  color  chart  of  the  standard  colors.  Brush 
Work — Water  colors  and  ink. 


117 


I.  Color  washes — applied  to  picture  settings  for  illustration,  etc. 

a.  Flat  washes — tinting  paper  for  design  lessons. 

b.  Graded  washes — suggesting  standard  and  tints. 

c.  Clouded  washes — suggesting  sky  and  land. 

II.  Nature  Specimens — large,  simple  studies. 

a.  Flowers. 

b.  Fruits. 

c.  Vegetables. 

III.  Object  Drawing — large  and  simple  in  outline. 

a.  Objects  familiar  to  the  child  in  home  and  school  en- 
vironments. 

b.  Objects  related  to  the  daily  lessons. 

IV.  Figure  Drawing. 

a.  Drill  on  action  lines  for  figure  drawing. 

b.  Mass  drawing  of  figures  built  on  action  lines. 

V.  Illustration. 

a.  Picture  stories  from  daily  lessons. 

b.  Picture  stories  from  home  and  school  incidents. 

Paper  Cutting — Freehand. 

a.  Familiar  objects. 

b.  Objects  related  to  the  daily  work. 

c.  Story  pictures  from  daily  lessons. 

d.  Simple  units  for  design — leaf  motifs. 

Design — 

a.  Simple  units — squares  cut  from  squared  paper,  simple  leaves. 

b.  Simple  borders — from  above  units  and  through  line  and  dot 
combinations. 

Applied  Design — 

a.  To  manual  training  cardboard  models. 

b.  To  booklet  covers. 


118 


c.  To  Christmas  Cards,  Valentines  and  Easter  Cards. 

Blackboard  Drawing — Drill  in  mass  drawing  of 

*a.  Nature  specimens — -large  flowers,  fruits  and  vegetables. 

b.  Objects  related  to  daily  work. 

c.  Figure  drawing  through  action  lines. 

d.  Illustration  of  daily  lessons,  etc. 

Picture  Study — Picture  relating  to  home  life  and  child  life. 
Millet. 

Holmes. 


Second  Grade. 


Color  Study. 

Oral — a.  Conversational  lessons  about  colors  found  in  fields, 
trees  and  immediate  surroundings. 

b.  Study  of  color  charts  of  standard  colors  and  of  the 
tints  and  shades. 


Brush  Work — Water  colors  and  ink. 

I.  Color  Washes — applied  to  picture  settings  for  illustration, 
etc. 

a.  Flat  washes — tinting  paper  for  design  lessons. 

b.  Clouded  washes — suggesting  sky,  land,  trees,  ponds, 
etc. 

c.  Stained  glass  effects — to  be  used  in  design  lessons. 


II.  Nature  Specimens — large,  simple  specimens. 

a.  Flowers  on  stem  with  leaf. 

b.  Fruits  on  branch. 

c.  Vegetables. 

III.  Object  Drawing — large  and  simple  in  contour. 

a.  Objects  familiar  to  the  child  in  home  and  school 
environments. 


119 


b.  Objects  used  as  illustrative  material  in  some  of  the 
daily  lessons. 

IV.  Figure  Drawing. 

Mass  drawing  of  figures  built  on  action  lines  appli- 
cable to  the  illustrations  required. 

V.  Illustration. 

a.  Picture  settings,  including  sky,  land,  middle  distance, 
trees,  ponds,  etc. 

b.  Picture  stories  from  daily  lessons. 

c.  Picture  stories  from  home  and  school  incidents. 

Paper  Cutting — Freehand. 

a.  Objects  related  to  daily  lessons. 

b.  Familiar  objects. 

c.  Story  picture  from  daily  lesson. 

d.  Simple  units  for  design — flower  motifs. 

Design. 

a.  Simple  units — flower  motifs. 

b.  Simple  borders — units  repeated,  marginal  lines. 

c.  Simple  surface  covering — units  repeated  on  properly 
spaced  paper. 

Applied  Design. 

a.  To  manual  training,  cardboard  models. 

b.  To  booklet  covers. 

c.  To  Christmas  cards,  valentines  and  Easter  cards. 

Blackboard  Drawing — Drill  in  mass  drawing  of 

a.  Nature  specimens — large,  simple  flowers,  fruits  and 
vegetables. 

b.  Objects  related  to  daily  work. 

c.  Figure  drawing  built  on  action  lines. 

d.  Illustration  of  daily  lessons. 


Picture  Study — Pictures  relating  to  home  activities  for  the  welfare 
of  the  family. 

Breton. 

Herring. 


Third  Grade. 


Color  Study. 


Oral — a.  Conversational  lessons,  including  knowledge  gained 
in  1st  and  2nd  grades. 

b.  Study  of  color  charts — standards,  scales  of  colors 
and  warm  and  cool  colors. 

Brush  Work — Water  colors  and  ink. 


I.  Color  Washes. 

a.  Flat  washes — tinting  paper  for  design  lessons. 

b.  Clouded  washes — suggesting  sky,  land,  tree,  water, 
etc.,  for  picture  settings  for  illustration. 

c.  Stained  glass  effects — for  use  in  design  lessons. 

II.  Nature  Specimens. 

a.  Flowers  with  foliage. 

b.  Fruits  on  branch  with  foliage. 

c.  Vegetables — not  as  regular  in  contour  as  those  used 
in  previous  grades. 

III.  Object  Drawing. 

a.  Familiar  objects. 

b.  Objects  used  as  illustrative  material  in  some  of  the 
daily  lessons-. 


IV.  Figure  Drawing. 

Mass  drawing  of  figures  built  on  action  lines  applicable 
to  the  illustrations  required. 

V.  Illustration. 

a.  Picture  settings  including  sky,  middle  distance,  fore- 
ground trees,  rivers  or  roads. 


121 


b.  Story  pictures  from  the  daily  lessons  or  from  civic 
life. 

Paper  Cutting — Freehand. 

a.  Objects  related  to  the  daily  lessons. 

b.  Story  pictures  from  daily  lessons. 

c.  Units  for  design. 

Design — 

a.  Simple  units — flower  or  animal  motifs. 

b.  Simple  border — units  repeated,  marginal  lines. 

c.  Simple  surface  covering — unit  repeated  on  properly  spaced 
paper. 

d.  Simple  circular  rosette. 

Applied  Design — Decorative  composition  of  plant  forms. 

a.  To  manual  training  cardboard  models. 

b.  To  book  covers. 

c.  To  holiday  cards  and  valentines. 

Pencil  Drawing — Freehand. 

a.  Lines — horizontal  and  vertical,  suitable  quality  and  proper 
pencil  holding. 

b.  Drill  on  proper  drawing  of  ellipses. 

c.  Large  curved  objects,  simple  in  contour,  below  and  above 
eye  level. 

Blackboard  Drawing — Mass  drawing  of 

a.  Nature  specimens. 

b.  Objects  related  to  daily  lessons. 

c.  Figure  drawing  for  illustration. 

d.  Illustration  of  daily  lessons. 

Picture  Study — Animal  Life. 

Landseer. 

Bonheur. 

122 


i 


Fourth  Grade. 

Color  Study. 

a.  Talks,  including  knowledge  gained  in  previous  grade. 

b.  Study  of  charts — intermediate  hues  and  harmonies  con- 
trasted and  dominant. 

Nature  Studies. 

a.  Flowers  with  foliage — color  and  pencil  massing. 

b.  Fruits.  Color. 

c.  Vegetables,  single  and  in  groups.  Pencil  outline. 

d.  Landscape.  Color. 

Object  Study. 

a.  Pencil  sighting  for  right  proportions. 

b.  Freehand  practice  in  drawing  ellipses.  Pencil. 

.c.  Single  curved  objects  simple  in  outline  below  eye  level. 
Pencil. 

d.  Single  curved  objects  simple  in  outline  above  eye  level. 
Pencil. 

e.  Groups  of  curved  objects  below  eye  level.  Pencil. 

Figure  Drawing. 

a.  From  action  lines.  Color. 

b.  From  charts.  Color. 

Illustration. 

a.  From  daily  lessons,  or 

b.  From  dictated  topics. 

Decorative  Composition. 

a.  Pleasing  arrangement  of  plant  forms  within  a given  area. 

b.  Harmonious  coloring  of  above  arrangement. 

Design. 

a.  Simple  units  for  corner  decoration. 


123 


b.  Simple  units  for  borders  and  surface  covering. 

c.  Simple  lettering. 

Design  applied  to 

a. '  Manual  training  models. 

b.  Book  covers. 

c.  Holiday  cards  and  booklets. 

Picture  Study — Illustrating  labor. 

Dupre. 

Troyon. 

Fifth  Grade. 

Color  Study. 

a.  Oral  lessons,  including  knowledge  gained  in  previous  grades. 

b.  Study  charts  illustrating  scales,  intermediate  hues,  broken 
colors,  non-colors,  warm  and  cool  colors. 

c.  Study  of  harmonies — dominant,  contrasted  and  analogous. 
Nature  Studies. 

a.  Flowers  with  foliage.  Color.  Pencil  outline. 

b.  Fruits  with  foliage.  Pencil  outline.  Color. 

c.  Vegetables  in  groups.  Color. 

d.  Landscape.  Pictorial  and  decorative.  Color. 

Object  Study — Pencil  outline. 

a.  Pencil  sighting  for  true  proportions. 

b.  Single  objects  of  use  and  of  beauty.  Pencil  outline. 

c.  Groups  of  above  mentioned  objects.  Pencil  outline. 

Pose  Drawing. 

From  charts  and  models. 

Color  Scheme  Records. 

a.  Selection  of  textiles,  pictures  and  nature  specimens  contain- 
ing combinations  of  pleasing  colors. 


124 


b.  Recording  schemes  from  above  materials  for  use  in  the  fol- 
lowing lessons. 

Decorative  Compositions. 

a.  Line  composition  showing  well  balanced  spacing. 

b.  Pleasing  arrangement  and  coloring  of  plant  forms  within 
a given  area. 

c.  Pleasing  arrangement  and  coloring  of  a vase  form  within  a 
given  area. 

d.  Well  arranged  landscape  masses  within  a given  area. 
Design. 

a.  Conventionalization  of  top  views  of  flowers. 

b.  Conversion  of  the  above  drawings  into  units  of  pure  design. 

c.  Lettering.  , 

d.  Historic  Ornament — Egyptian. 

Design  applied  to 

a.  Borders  for  constructed  blotter  pad. 

b.  Border  or  single  unit  for  telephone  pad. 

c.  Border  on  sewing  bag  made  in  Domestic  Art  Work. 

d.  Book  covers. 

e.  Holiday  cards,  leaflets,  etc. 

Picture  Study. 

Murilla. 

Della  Robbia. 

Sixth  Grade. 

Color  Study. 

a.  Talks,  including  knowledge  gained  in  previous  grades. 

b.  Study  of  charts  illustrating  scales  of  color,  broken  or  passive 
colors,  non-colors,  intermediate  hue,  warm  and  cool  colors. 

c.  Study  of  harmonies — dominant,  contrasted  and  analogous. 


125 


Nature  Studies. 

a.  Flowers  with  foliage.  Color.  Pencil  outline. 

b.  Fruits  or  vegetables.  Color. 

c.  Landscape.  Color. 

Object  Study — Pencil  outline. 

a.  Curved  objects  with  handles,  cooking  utensils,  etc. 

b.  Group  of  curved  objects,  one  of  which  has  handle. 

c.  Principles  of  parallel  and  angular  perspective. 

d.  Simple  rectangular  objects  below  eye  level. 

Pose  Drawing. 

From  charts  and  models. 

Color  Scheme  Records. 

a.  Selection  of  textiles,  pictures  and  nature  specimens  con- 
taining pleasing  color  combinations. 

b.  Recording  color  schemes  from  above  materials  for  use  in 
the  following  lessons. 

Decorative  Composition. 

a.  Pleasing  arrangement  and  coloring  of  a curved  object  with 
handle  within  a given  area. 

b.  Well  arranged  landscape  masses  within  a given  area. 

c.  Well  balanced  arrangement  of  a plant  form  with  initial  let- 
ter within  a given  area. 

Design. 

a.  Conventionalization  of  top  and  side  views  of  flowers. 

b.  Conversion  of  the  above  drawings  into  units  of  pure  design. 

c.  Lettering. 

d.  Study  of  Historic  Ornament — Greek. 

Design  applied  to 

a.  Square  table  mats. 


126 


b.  Book  covers,  leaflets,  holiday  cards,  etc. 

c.  Domestic  Art  models — note-book  covers,  pin-discs,  etc. 

Picture  Study. 

Corot. 

Reynolds. 

Seventh  Grade. 

Color  Study. 

a.  Talks,  including  knowledge  gained  in  previous  grades. 

b.  Study  of  the  different  color  charts  in  use  in  the  schools. 

c.  Study  of  the  harmonies — dominant,  contrasted,  analogous 
and  complementary. 

a.  Stenciling. 

Nature  Studies. 

a.  Flowers  with  foliage.  Color. 

b.  Flowers  with  foliage.  Pencil  massing,  and  in  outline. 

c.  Fruits  or  vegetables.  Color. 

d.  Landscape.  Color. 

Object  Study — Pencil  outline. 

a.  Study  of  principles  involved  in  the  foreshortened  circle  and 
in  parallel  and  angular  perspective  above  and  below  eye 
level. 

b.  Cottage  house  with  out-of-door  surroundings. 

c.  Rectangular  objects  in  different  positions. 

d.  Groups  containing  curved  and  rectangular  objects. 

e.  Shoes  or  rubbers  in  walking  positions. 

Pose  Drawing — Pencil  or  color. 

From  charts  and  from  models. 


127 


Color  Scheme  Record. 


a.  Selection  of  textiles,  pictures  and  nature  specimens  con- 
taining pleasing  color  combinations. 

b.  Recording  color  schemes,  from  above  materials  for  use  in 
the  following  lessons. 


Decorative  Composition. 

a.  Pleasing  arrangement  and  coloring  of  a plant  form'  inter- 
laced with  initial  letter  within  a given  area. 

b.  Pleasing  arrangement  and  coloring  of  a group  of  objects 
within  a given  area. 

c.  Well  arranged  landscape  masses  within  a given  area. 
Design — Pencil  and  color. 

a.  Conventionalization  of  top  and  side  views  of  flowers  and 
seed  pods. 

b.  Conversion  of  above  drawings  into  units  of  pure  design. 

c.  Lettering. 

d.  Study  of  Historic  Ornament — Roman. 

Design  applied  through  brush  or  stencil  to 

a.  Round  table  mat. 

b.  Book  covers,  portfolio,  mottoes,  holiday  cards,  etc. 

c.  Domestic  Art  models — pillow  tops,  belts,  etc. 

Picture  Study. 

Millet. 

Raphael  or  Michael  Angelo. 

Color  Study. 


Eighth  Grade. 

a.  A thorough  review  of  the  oral  lessons  of  the  previous 
grades,  including  the  meaning  and  application  of  all  color 
terms  used  in  connection  with  this  work. 

b.  A thorough  review  of  the  color  harmonies. 


128 


Nature  Studies. 

a.  Flowers  with  foliage.  Water  colors  or  colored  crayons. 

b.  Flowers  with  foliage.  Pencil  massing  and  in  outline. 

c.  Landscape  Study. 

1.  Selection  and  proper  mounting  of  pleasing  landscape 
prints. 

2.  A selection  of  five  of  the  most  beautiful  landscape 
spots  in  or  near  Rochester. 

3.  Written  statements  as  to  why  these  spots  are  con- 
sidered beautiful. 

4.  Pictorial  painting  of  simple  but  pleasing  landscape. 

Object  Study — Pencil  outline  and  light  and  dark  or  colored  crayons. 

a.  A thorough  review  of  the  knowledge  of  the  principles  of 
perspective  gained  in  preceding  grades. 

b.  A well  arranged  group  consisting  of  a cottage,  a dog  ken- 
nel and  a bird-house  with  suitable  out-of-door  surroundings. 

c.  Groups  containing  curved  and  rectangular  objects. 

d.  Shoes  in  walking  positions. 

Pose  Drawing — Pencil  or  color. 

From  models. 

Decorative  Composition — Color. 

a.  End  Pieces — pleasing  arrangement  of  plant  forms  inter- 
laced with  the  letters  END  or  FINIS. 

b.  Poster — Well  arranged  landscape  masses  balanced  with  a 
pose  drawing  within  a given  area. 

Design — Color  and  pencil. 

a.  Conventionalization  of  top  and  side  views  of  flowers  and 
seed  pods. 

b.  Conversion  of  above  drawings  into  units  of  pure  design. 

c.  Lettering. 

d.  Study  of  Historic  Ornament — Ranaissance. 

e.  Study  of  beautiful  buildings  in  Rochester. 


129 


f.  Written  statements  as  to  why  these  buildings  are  considered 
beautiful. 

Design  applied  through  brush,  block-printing  and  stencil  to 

a.  Book  covers,  blotter  and  telephone  pads. 

b.  Home  furnishing  articles — pillow  tops,  table  runners, 
aprons,  etc. 

c.  Holiday  booklets,  cards  and  calendars. 

d.  Menu  and  place  cards. 

e.  Domestic  Art  articles. 

Picture  Study. 

a.  American  Painters  of  note. 

b.  American  Illustrators  of  note. 


Color. 


High  School. 


a.  Technical  color  terms  needed  in  the  instruction,  i.  e.,  tone, 
value,  intensity,  neutrality,  color,  balance,  analysis,  synthesis, 
etc. 


Pictorial  Representation. 

Mediums.  Pencil,  charcoal,  water  colors,  colored  crayons, 
pen  and  ink. 

I.  Nature  Studies. 

a.  Flowers,  grasses,  sedges,  seed  pods,  fruits. 

b.  Trees  with  out-of-door  surroundings. 

c.  Landscape  effects  illustrative  of  the  different  sea- 
sons, climates,  interesting  incidents,  etc. 

Note — The  above  studies  are  used  as  motifs  for  decorative  treat- 
ment applied  to  posters,  book  covers,  portfolios,  pillow  and  table 
covers,  etc. 

Mediums.  Pencil,  charcoal,  water  colors,  colored  crayons,  oil 
colors. 


130 


II.  Object  Study. 

a.  Foreshortening  of  surfaces  and  converging  of  lines 
as  found  in  principles  of  perspective. 

b.  Representation  of  fine  pottery  and  of  articles  of  util- 
ity, noting  good  form,  proportion,  grouping,  color- 
ing and  composition.  Stress  laid  on  the  study  of 
tone  values  in  the  use  of  all  mediums. 

c.  Representation  of  interior  of  rooms. 

d.  Representation  of  interior  furnishings  of  rooms. 

III.  Pose  Drawing — Charcoal,  water  colors. 

From  the  human  figure  and  from  casts. 

Decorative  Composition. 

Mediums.  Water  color,  charcoal  and  colored  crayons. 

a.  Well  balanced  arrangements  of  masses  of  flowers,  fruits, 
pottery,  pose,  landscapes,  etc.,  within  given  areas. 

b.  Applied  to 

Posters,  book  covers,  initial  letters,  end  pieces,  etc. 

Design — Decorative. 

a.  Conventional  treatment  of  plant  forms. 

b.  Above  treatments  converted  into  bi-lateral  and  balanced 
units  of  pure  design. 

c.  Grouping  of  abstract  spots  expressing  balance,  rhythm,  har- 
mony. 

d.  Application  of  (a),  (b)  and  (c)  to  borders,  rosettes  and 
* all-over  patterns. 

e.  Lettering. 

f.  Talks  on,  and  copying  of  good  examples  of  Historic  Orna- 
ment. 

g.  Costume  Designing — Wearing  apparel. 

Constructive. 

a.  Pottery. 

b.  Articles  made  from  leather. 


131 


c.  Articles  from  card  and  pasteboard. 

d.  Articles  made  from  metals. 

Applied  to 

a.  Textiles — table  covers,  pillow  tops,  bags,  mats,  etc. 

b.  Leather — purses,  card  cases,  book  covers,  belts,  scissor-hold- 
ers,  etc. 

c.  Card,  Pasteboard  and  Paper — candle  shades,  blotter,  tel- 
ephone and  laundry  pads,  book  covers,  book  plates,  holiday 
cards,  etc. 

d.  Metal — lamp  and  candle  shades,  blotter  pad  corners,  trays, 
etc. 

e.  Pottery — vase  forms,  tiles. 

f.  Lettering — book  covers,  mottoes,  book  plates  and  title  pages, 
holiday  cards,  posters,  etc. 

Applied  through 

a.  Stenciling. 

b.  Leather  tooling. 

c.  Block  printing. 

d.  Metal  hammering  and  perforating. 

e.  Tracing  and  brush  work. 

Interior  Decoration. 

a.  Color  analysis  from  nature  specimens,  textiles,  Japanese 
prints,  etc. 

b.  Color  synthesis  showing  well  balanced  color  harmonies. 

c.  Application  of  the  above  problems  to  designs  and  to  color 
schemes  to  be  used  in  home  decoration,  etc. 

d.  Plan  of  interior  decoration  and  furnishing  of  living  room, 
dining  room  and  sleeping  room. 

e.  Talks  on  school  room  decoration  illustrated  by  pictures,  etc. 

Picture  Study  and  Lectures. 

a.  Pictures  from  the  most  noted  artists. 

b.  History  of  Art — Primitive,  Mediaeval,  Renaissance  and 
Modern. 


132 


Illustrated  by  printed  pictures  and  are  objects  characteristic 
of  the  periods  studied. 

c.  The  Relation  of  Art  to  Industry. 

d.  Civic  Planning — Rochester  Beautiful. 

e.  Architecture  of  beautiful  buildings  in  Rochester. 

Normal  Training  School. 

Fine  Arts. 

This  course  is  planned  to  be  directly  applied,  by  the  students,  to 
the  work  in  the  class-room,  and  is  intended  to  give  increased  hand 
skill  in  art  expression  throughout  all  lines  of  work. 

It  involves  the  planning  and  working  out  of  lessons  to  correlate 
with  the  other  subjects  of  the  curriculum;  gives  special  attention  to 
methods  of  presentation,  observation  of  model  teaching,  and  practice 
teaching  under  criticism. 

The  work  includes  the  use  of  scissors,  pencil,  ink,  water  colors, 
clay,  and  blackboard,  and  is  planned  to  cover  the  course  of  instruction 
in  all  grades.  Beginning  with  the  free  imaginative  and  illustrative 
drawing  and  cutting  in  the  lowest  grade,  it  progresses  through  all  the 
phases  of  pictorial  or  representative  and  constructive  drawing,  deco- 
rative treatment  and  applied  design. 

The  pictorial  work  includes  freehand  representation  of  plant  and 
animal  life,  pose  from  the  human  figure,  landscape  studies,  still  life 
from  objects  related  to  the  daily  work  and  rapid  blackboard  sketch- 
ing for  illustration,  thereby  giving  practical  application  of  the  draw- 
ing to  the  teacher’s  work  in  the  class  room. 

The  decorative  work  and  design  include  decorative  arrangements 
of  simple  plant  forms  within  pleasing  enclosures ; original  designs,  in- 
cluding by-symmetrical  and  balanced  units  for  borders,  rosettes  and 
surfaces,  using  natural  forms,  abstract  spots,  geometric  shapes  and 
historic  ornament  as  motifs ; book  covers,  posters,  initial  letters,  tail 
pieces,  lettering,  etc. ; stenciling  and  wood-block  printing  on  textiles. 

The  constructive  drawing  includes  the  geometric  problems, 
simple  projections  of  surfaces,  development  or  pattern  making,  work- 
ing drawings  of  common  objects,  and  constructive  design  applied  to 
simple  forms  of  handicraft. 


133 


By  means  of  lectures  and  the  study  of  reproduction,  the  students 
are  given  a general  knowledge  of  noted  artists  and  modern  illustra- 
tors. 

School  and  home  decoration  receive  special  attention  in  con- 
nection with  the  study  of  domestic  art,  and  stress  is  laid  on  the  fact 
that  through  art  we  learn  to  appreciate  the  higher  and  broader  side 
of  life. 

The  following  course  of  study  covers  the  work  done  by  both 
normal  and  kindergarten  classes,  and  includes  the  methods  of  pre- 
sentation, practice  and  model  teaching  in  all  phases  of  the  art  work. 

Color. 

Material : 

Water  color,  crayon. 

Recognition  and  Comparison : 

Standards,  tints,  shades,  hues,  non-colors,  broken  colors  and  har- 
monies. Familiar  terms  used  in  connection  with  all  color  work. 

Application  : 

Color  schemes  studied  from  nature  textiles,  Japanese  prints,  etc., 
and  applied  to  decorative  arrangements  in  future  work,  i.  e.,  book 
covers,  initial  letters,  end  pieces,  nature  charts,  etc. 

Nature. 

Material : 

Water  color,  crayon,  ink,  charcoal,  scissors  and  paper  for  cutting 
when  practicable. 

Mass  representation  and  accented  outline  of  flowers,  grasses, 
weeds,  seed  pods,  fruits,  vegetables  and  trees,  noting  color,  form, 
proportion  and  characteristics  of  growth.  These  studies  are  to 
be  used  as  motifs  for  decorative  composition  to  be  applied  to 
future  work.  Landscape  effects,  illustrating  the  different  sea- 
sons and  climates,  to  be  used  as  settings  for  illustrative  work  and 
in  decorative  composition. 

Linear  and  Aerial  Perspective. 

Principles  of  freehand  perspective,  i.  e.,  foreshortening  of  sur- 
faces, converging  of  lines  as  found  in  parallel  and  angular  perspec- 
tive. 


134 


Object  Drawing. 

Representation  in  accented  outlines  and  in  mass  representation 
of  objects  singly  and  in  groups,  in  light  and  dark,  and  in  light  and 
shade,  working  for  good  form,  proportion,  coloring,  texture  and 
spacing. 

Pose  Drawing. 

From  the  human  figure,  representing  characters  studied  in  litera- 
ture and  activities  appropriate  to  the  different  seasons,  and  from  ani- 
mal life  illustrating  nature  study  and  other  subjects. 

Pictorial  Illustrations. 

Of  all  subjects  as  carried  out  in  grade  work,  i.  e.,  literature  sto- 
ries, geography,  nature  study,  songs  and  games,  etc. 

Blackboard. 

Drawings  in  all  subjects. 


Freehand. 

Clay  modeling  and  cutting  as  carried  out  in  grade  work. 

Decoration. 

Principles  of  decoration,  i.  e.,  the  decorative  treatment  of  lines, 
shapes,  flowers,  fruits,  landscapes,  etc.,  in  pleasing  arrangements. 
The  conventional  treatment  of  plant  forms,  the  grouping  of  abstract 
spots  expressing  balance,  rhythm  and  harmony ; the  building  of  the 
bi-lateral  and  the  balanced  units  to  be  repeated  in  borders,  rosettes 
and  surface  coverings. 

Lettering  for  blackboard  quotations,  book  covers,  posters,  etc. 
The  above  principles  are  applied  to  constructed  articles  of  use  and 
ornament  such  as  book  covers,  posters,  initial  letters,  end  pieces,  cal- 
endars, blotters,  pads,  writing  tablets,  portfolios,  scarfs,  pillows,  table 
covers. 

Wood-block  printing  and  stenciling. 

Problems. 

Projections  of  simple  type-solids,  as  cube,  square  prism,  square 
pyramid,  equi-lateral  tri-angular  prism,  right-angled  tri-angular 
prism,  hexagonal  prism,  cylinder,  cone,  spool,  etc. 


135 


Development  of  type  solids.  Cube,  square  prism,  square  pyra- 
mid, equi-lateral  tri-angular  prism,  right-angled  tri-angular  prism, 
hexagonal  prism,  cylinder,  cone,  etc. 

Cross  sections  of  hollow  cylinder,  spool  and  like  objects. 

Working  drawings  from  simple  type  forms,  simple  objects  based 
on  type  forms,  and  freehand  sketches  of  familiar  objects. 


136 


Domestic  Art 


For  Girls. 

Introductory  Note — “Handwork  in  relation  to  the  child  is  ex- 
pression in  terms  of  form  and  color;  in  relation  to  social  life  it  is  the 
interpretation  of  art  and  industry.” — Dr.  F.  M.  McMurry. 

I.  The  Aim  of  the  Course.  This  course  in  Domestic  Art  aims  to  be 

an  integral  part  of  public  school  instruction.  The  possibilities 
of  the  subject  as  a factor  in  the  correlation  of  school  studies  with 
home  life  and  with  our  present  economic  problems  justify  its  place 
in  the  curriculum. 

Its  purpose  is  not  primarily  to  meet  an  immediate  personal  need 
or  to  prepare  for  future  trade  work,  although  it  will  in  a measure 
react  on  both.  The  course  is  distinctly  educational,  aiming  to  train 
children  into  “the  utmost  possible  largeness  of  being  for  the  utmost 
possible  service.”  To  be  of  worth  it  should  stimulate  thought  and 
train  judgment  and  taste  as  well  as  hands.'  It  fails  in  its  purpose  if 
increasing  thinking  power  and  greater  efficiency  do  not  follow  its  use. 

II.  Plan  of  the  Work. 

The  Needle  Arts  now  taught  include : 

1.  In  the  elementary  and  grammar  schools — 

Simple  articles  of  wearing  apparel. 

Practice  in  applied  design. 

Pattern  cutting  at  sight.  (Grades  5 and  6 only). 

Simple  study  of  textiles. 

Note  book  exercise  for  estimating  cost  of  materials. 
Occasional  tests  for  speed  and  accuracy. 

Special  exercises  in  the  use  of  the  sewing  machine,  also 
in  embroidery,  crocheting  and  home-furnishing. 


137 


2.  In  special  schools — 

Extension  classes  for  girls  who  withdraw  before  reaching 
the  seventh  year. 

3.  In  the  Training  School.  (For  Teachers)  — 

General  applications  in  needlecraft. 

Design. 

Study  of  textiles. 

Pattern  cutting  and  adjustment  of  patterns. 

Estimate  of  individual  expenditure  for  materials. 

4.  In  the  Evening  Schools— 

Plain  needlework. 

Dressmaking. 

Millinery. 

Embroidery. 

Crocheting. 

• Lace  Making. 

III.  Statistics  (Day  Schools  only). 

Average  age  of  girls — 10  to  14  years. 

Lessons  per  week — one. 

Average  time — one  hour,  twelve  minutes. 

Grades  taught — 5B,  5A,  6B,  6A,  7B,  8B. 

Time — one  hour  per  week  in  grades  5 and  6,  1 1-4  hours  in 
grade  7B,  2 hours  in  grade  8B. 

Extension  classes — six. 

Cost  per  capita — 20  cents  per  year. 

Number  of  girls  taught — 3397. 

Outline. 

Grade  5B. 

In  this  grade  pupils  should  be  led  to  see  the  connection  between 
the  braiding  and  the  weaving  they  have  previously  done  and  the  more 


138 


advanced  work  of  weaving  textile  raw  materials  into  cloth.  The  in- 
tricacies of  manufacture  are  too.  difficult  for  comprehension,  but  a re- 
view of  the  lessons  on  warp  and  woof  will  arouse  the  interest  of  the 
children  in  the  materials  used. 

Syllabus. 

Needle  Practice : 

Basting,  running,  back-stitching,  overcasting,  hemming,  over- 
handing, sewing  on  buttons,  outline  or  stem  stitch,  tests  for  speed  and 
accuracy. 

Applications : 

Bag  with  initials  or  decorative  border,  Christmas  articles,  cutting 
patterns  for  dolls’  clothes,  undirected  work. 

Design : 

Simple  letter  to  be  applied  to  some  article  made ; simple  space 
division  for  a border. 

Textile  Study: 

Brief  study  of  textile  raw  materials — cotton,  flax,  wool  or  silk ; 
their  relation  to  the  woven  fabric. 

Note  Book : 

Estimate  cost  of  materials  used. 

Grade  5A. 

Needle  Practice: 

. Review  of  previous  stitches ; sewing  on  buttons,  hooks  and  eyes ; 
sewing  on  tape ; patching,  chainstitch ; rope  stitch ; tests  of  speed  and 
accuracy. 

Applications : 

Hemmed  towel;  needle-book;  hemstitched  towel;  panholder  (an 
exercise  in  free  pattern  cutting)  ; Christmas  articles ; undirected  work. 

Design : 

Simple  form  for  a needle-book  border  design ; initial  for  a towel. 
Textile  Study: 

Children’s  clothing ; materials  for  different  seasons  and  climates ; 
materials  suitable  for  wearing  in  a sick  room. 


139 


Note  Book : 


Estimate  cost  of  materials  used. 


Grade  6B. 

Needle  Practice: 

Review  of  previous  stitches;  gathering ; putting  on  band;  catch 
stitch ; blanket  stitch  ; speed  and  accuracy  tests. 

Applications : 

Child’s  apron;  sash  curtains;  Christmas  work;  undirected  work. 
Design : 

Simple  design  for  book  cover  applied  to  the  class  note  book. 
Textile  Study: 

Fast  and  fugitive  colors ; directions  for  laundering  ribbons ; ef- 
fects of  alkali  soaps  on  colored  fabrics. 

Note  Book : 

Estimate  cost  of  materials  used. 

Grade  6A. 

Needle  Practice: 

Review  of  stitches;  French  seam;  placket;  practice  in  cutting  by 
thread ; simple  decorative  stitches ; loops  for  buttons ; button-holes ; 
speed  tests. 

Applications : 

Child’s  or  doll’s  skirt;  Christmas  work;  pillow  case;  pin  disc; 
brushbroom  holder. 

Design : 

Design  for  a circular  or  elliptical  form — applied  to  a pin-case  or 
brushbroom  holder. 

T extile  Study : 

Textile  manufactures  of  European  countries : laces,  embroideries, 
linens,  silks  (select  one). 

Note  Book: 

Estimate  cost  of  materials  used. 


140 


Grade  7 B. 


The  quantity  of  material  required  for  a garment  should  be  care- 
fully thought  out  before  any  attempt  is  made  at  cutting. 

Syllabus. 

Needle  Practice  : 

Hemstitching  ; button-holes  and  loops ; tucking ; marking  towels ; 
herring-bone  stitch ; simple  feather  stitch ; accuracy  and  speed  tests. 

Applications : 

Underskirt  (adjustment  of  pattern)  ; Christmas  work;  towel  hem- 
stitched and  initialed ; cooking  apron ; sleevelets. 

Design : 

Simple  design  for  doily ; initial  or  border  for  a towel. 

Textile  Study: 

Fabrics  considered  from  the  standpoint  of  durability,  good  taste 
and  cost ; selection  of  materials  suitable  for  a school  dress ; removal 
of  ink,  iron  rust  and  grease  spots. 

Note  Book : 

Expenditure  and  accounts ; textile  notes. 

Grade  8B. 

The  decoration  of  an  article  shoilld  always  be  planned  with 
thought  of  its  suitability  to  the  material  and  purpose. 

Syllabus. 

Needle  Practice: 

Stockinet  darning ; rolled  hem ; tucking ; skirt  binding ; mitering 
corners;  linen  marking;  damask  hemming;  matching;  joining  and 
sewing  on  lace ; machine  stitching ; decorative  stitches. 

Applications : 

Underwaist  or  guimpe ; Christmas  work ; portfolio,  desk  pad, 
table  runner  or  pillow  top;  short  kimono  (machine  stitched). 

Design : 

For  pillow  top,  portfolio,  desk  pad'  or  table  runner. 


141 


Textile  Study: 

Economics  of  purchase  applied  to  materials  used.  Laundering ; 
effects  of  water  and  alkali  soaps  on  cottons,  woolens  and  artificial 
silks. 

Note  Book : 

Expenditure  and  accounts ; characteristics  of  textile  fabrics  used. 


142 


Domestic  Science 


I.  Purpose  of  the  Course  in  Domestic  Science. 

1.  To  teach  the  art  of  right  living,  to  awaken  interest  and  edu- 
cate girls  to  give  efficient  service  in  the  practical  work  of 
the  home. 

2.  To  develop  habits  of  work  which  will  economize  time,  energy 
and  material ; to  establish  habits  of  neatness  and  personal 
cleanliness. 

3.  To  develop  in  the  girl  a sense  of  responsibility,  independence 
and  resourcefulness  in  this  work,  good  judgment,  self-con- 
trol and  control  over  external  forces* 

II.  Time  given  to  Domestic  Science. 

III.  The  Course  of  Study  for  the  6th  A Grade. 

1.  Cookery. 

a.  Breakfast  Dishes. 

1.  Toast. 

2.  Stewed  fruits. 

Dried  fruits. 

Fresh  fruits. 

3.  Cocoa. 

4.  Cereals. 

5.  Eggs. 

Poached. 

Cooked  in  shell. 

6.  Milk  toast. 

b.  Breakfast  Menus.  Proper  Food  Combinations. 

1.  Preparation  and  serving  of  a breakfast. 

(Review  breakfast  dishes.) 


143 


2.  Care  and  arrangement  of  the  dining  room. 

3.  Setting  the  table. 

a.  Good  taste. 

b.  Comfort. 

c.  Economy  of  time  and  labor. 

c.  Use  of  Dry  Bread. 

1.  Brown  Betty  Pudding. 

2.  Chocolate  Bread  Pudding. 

3.  Preparation  of  Bread  Crumbs. 

d.  Flour  Mixtures. 

1.  Source  and  history  of  the  leavening  agents. 

2.  Soda  used  in  Ginger  Bread. 

3.  Baking  Powder  used  in  Baking  Powder  Bis 

cuits. 

« 

e.  Christmas  Candies. 

1.  How  to  pack  a gift  box. 

2.  Peanut  Brittle. 

f.  Milk. 

1.  Food  Value. 

2.  Milk  Products. 

3.  Junket. 

2.  House  Sanitation. 

a.  Housekeeping. 

1.  Dish  washing. 

2.  Care  of  kitchen  waste. 

3.  Care  of  sinks  and  plumbing. 

4.  Use  and  care  of  coal  and  gas  ranges. 

5.  Laundering  kitchen  linen. 

6.  Sweeping  and  dusting. 


144 


7.  Care  of  kitchen  cupboards. 

8.  Care  of  food  in  the  home. 

3.  Home  Nursing  and  Personal  Hygiene. 

a.  Treatment  of  burns  and  cuts. 

b.  Prevention  of  infection. 

c.  Emergencies. 

d.  Personal  Cleanliness. 

1.  Care  of  person — hands,  finger  nails,  hair  and 
dress. 

2.  Habits  in  kitchen. 

4.  Source  and  Production  of  Food. 

a.  Sanitation  in  the  production,  transportation  and  sale 
of  food  in  stores  and  markets. 

b.  Protection  of  the  city  milk  supply. 

5.  Food  Value  and  Cost. 

a.  Classification  of  the  typical  foods  as — 

1.  Source  of  energy  or  strength  to  work  and  play. 

2.  Source  of  material  for  building  body  tissues. 

3.  Aids  to  good  health. 

b.  Costs  of  foods  compared  with  their  food  value. 

IV.  The  Course  of  Study  for  the  7th  A Grade. 

1.  Cookery. 

a.  Principles  of  cookery. 

1.  Effect  of  heat  on  the  characteristic  food  sub- 
stances. 

2.  How  to  make  food  palatable  and  digestible. 

b.  Starchy  Foods. 

1.  The  potato. 

a.  Structure. 


145 


b.  Composition. 

c.  Boiled  potatoes. 

2.  Cereals. 

a.  Boiled  and  steamed  rice. 

b.  Advantages  of  steaming  over  boiling. 

c.  Boiled  rice.  Hard  sauce. 

d.  Baked  rice  and  cheese. 

3.  Starch  as  a thickening  agent. 

a.  Cornstarch  pudding. 

b.  White  sauce  applied  to  creamed  vege- 
tables and  left  overs. 

c.  Cream  soups. 

c.  Protein  Foods. 

1.  The  egg. 

a.  Preservation  in  the  home. 

b.  Tests  for  freshness. 

c.  Omelets. 

2.  Meat. 

a.  Study  of  cuts  of  meat  and  how  to 
market. 

b.  Costs  of  different  cuts  of  beef. 

c.  Broiled  Hamburg  steak.  Parsley  butter. 

d.  Flour  Mixtures. 

1.  Study  of  the  nature  and  chemical  action  of 
leavening  agents. 

a.  Soda.  Its  action  with  sour  milk  and 
molasses.  Muffins. 

b.  Baking  Powder. 

Review  Baking  Powder  Biscuits. 

Variations — Fruit  Rolls,  Shortcakes, 
Meat  Pies. 


146 


c.  Yeast. 


Conditions  necessary  for  best 
growth. 

Study  bread  flour. 

Bread. 

e.  Supper  Menus. 

1.  Prepare  and  serve  a simple  supper.  (Review 
Processes.) 

2.  Table  setting. 

f.  Social  Lesson. 

1.  Milk  sherbet. 

2.  How  to  serve  refreshments. 

3.  Cost  of  refreshments. 

g.  Christmas  Candies. 

1.  Brown  Sugar  Cream  Candy. 

a.  Chocolate  Fudge. 

b.  Cocoanut  Kisses. 

c.  Peanut  Creams. 

2.  Cost  per  pound. 

3.  Superiority  of  home-made  over  cheap  boughten 
candy. 

2.  Home  Sanitation. 

a.  Launder  kitchen  aprons. 

1.  Soap  solution. 

2.  Starch. 

3.  Bluing. 

b.  How  to  clean  kitchen. 

1.  Cupboards. 

2.  Refrigerator. 


147 


3.  Sinks. 

4.  Ranges. 

3.  Marketing. 

a.  Standard  weights  and  measures. 

b.  Cuts  of  meat.  Costs.  Uses. 

1.  Visit  to  market. 

c.  Care  of  meat  in  markets. 

1.  Conditions  which  make  a market  sanitary. 

4.  Food  Values. 

a.  How  to  secure  a balance  of  food  constituents  in  the 
dietary. 

V.  Course  of  Study  for  the  8th  A Grade. 

1.  Cookery. 

a.  Preservation  of  Food. 

1.  Cause  of  food  spoiling.  How  to  prevent. 

2.  Study  yeasts,  moulds  and  bacteria ; conditions 
favorable  and  unfavorable  to  growth. 

3.  Canned  fruits  and  vegetables. 

4.  Jellies  and  marmalades. 

5.  Cost  of  fruits  preserved  in  the  home. 

b.  Fermentation  Encouraged. 

1.  Roll  dough. 

2.  Parker  house,  Swedish  Rolls  and  Coffee  Cake. 

c.  How  to  Plan  and  Prepare  Meals. 

1.  Food  requirements  of  the  daily  dietary. 

2.  Luncheon  or  Supper  Dishes. 

a.  Cottage  Pie — use  of  left-overs. 

b.  Cake — variations  of  a standard  cake  rule 
by  change  in  form,  flavoring  or  frost- 
ings. 


148 


3.  Plan  Menus  for  luncheon  or  supper. 

a.  Prepare  and  serve  a simple  meal. 

b.  Table  setting. 

4.  Dinner  Dishes. 

a.  Cheap  cuts  of  meat. 

b.  Stew  with  vegetables  and  dumplings. 

c.  Beef  Rolls. 

d.  Vegetables- — attractive  ways  of  serving 
the  common  vegetables. 

e.  Salads — cooked  dressing. 

d.  Refreshments  for  Social  Gatherings. 

1/  Meaning  of  hospitality. 

2.  Simplicity  in  entertaining. 

3.  Ice  Cream. 

4.  Small  cakes. 

e.  Invalid  Cookery. 

1.  Special  diets  for  tuberculosis  and  anemia. 

2.  Serving  the  invalid’s  tray. 

3.  Beef  tea,  broths,  gruels. 

4.  Egg  nog,  custards,  egg  poached  in  milk. 

f.  Christmas  Candies. 

1.  Aim  to  enable  girls  to  make  their  Christmas 
candies  at  home. 

2.  Fondant. 

3.  ‘Candy  stages  and  tests. 

4.  Variations  of  fondant  candies. 

2.  Home  Care  of  the  Sick. 

a.  Care  of  the  sick  room. 

1.  Making  the  bed,  cleaning  and  ventilation  of 
room. 


149 


2.  How  to  prevent  spread  of  contagious  diseases, 

b.  Care  of  Patient. 

3.  Care  of  Children. 

a.  Best  type  of  feeding  bottle. 

•1.  How  to  keep  clean. 

b.  Sleep,  feeding,  amusement. 

c.  Bathing  and  dressing. 

4.  Housekeeping. 

a.  How  to  launder  table  linen. 

1.  Removal  of  stains. 

2.  Washing,  ironing  and  folding. 

3.  Ironing  embroidery. 

5.  Practical  Problems. 

a.  During  lessons  on  preservation  of  fruits,  girls  may 
bring  fruit  from  home  and  preserve  this  for  home  use. 

b.  Orders  for  cake,  jellies,  marmalades  and  other  foods 
are  filled  by  the  girls  of  the  cooking  classes. 

c.  Luncheons  are  prepared  and  served  to  small  groups 
of  teachers.  Girls  market  and  estimate  cost. 

d.  Baked  goods  and  candy  are  prepared  for  school  sales. 


150 


Manual  Training 

Aim  of  the  Course.  The  purpose  of  the  course  in  Manual  Train- 
ing is  both  cultural  and  utilitarian.  Its  value  lies  in  the  realization  of 
the  following  aims : 

To  supplement  the  other  subjects  of  the  curriculum  through  the 
construction  of  models  to  illustrate  those  subjects. 

To  instill  a taste  and  respect  for  manual  labor. 

To  bring  the  pupil  into  touch  with  the  industries  of  the  world 
through  the  study  of  typical  methods  of  manufacture  and  through  the 
actual  transformation  of  rough  material  into  finished  product. 

To  develop  good  taste  in  home  furnishings  and  an  appreciation 
of  good  workmanship  and  honest  construction. 

Method  of  Manual  Training.  Since  Manual  Training  is  founded 
upon  the  development  of  self  activity,  the  work  should  begin  with  exer- 
cises most  easy  from  the  child' s point  of  view  and  proceed  to  those 
more  difficult. 

Every  model  constructed  should  have  a vital  connection  with  life — 
home  life,  school  life  or  the  child’s  life  of  sport.  While  a series  of 
models  has  been  suggested  for  each  grade,  teachers  are  urged  to  sub- 
stitute any  other  models  which  meet  a more  real  need,  and  any  desires 
of  pupils  to  work  out  new  models  should  be  most  carefully  considered 
and  encouraged. 

Great  care  should  be  taken  that  full  opportunity  is  given  for  the 
exercise  of  the  pupil’s  judgment  regarding  matters  of  shape,  size  and 
proportion  of  parts.  Nothing  so  depreciates  the  value  of  manual  work 
as  too  much  help  from  the  teacher.  Pupils  should  be  led  to  discover 
that  the  use  to  which  any  article  is  put,  governs  its  form  and  the  mate- 
rial to  be  used  in  its  construction,  and  that  ornamentation  should  chiefly 
consist  in  the  refinement  of  necessary  parts  and  the  bringing  out  of 
the  natural. beauty  of  the  material. 


151 


Divisions  of  the  Course.  The  Course  in  Manual  Training  is 
divided  into  two  parts : 

1.  Primary  Hand  Work  (directed)  for  all  pupils  in  grades  first 
to  fourth,  inclusive. 

2.  Tray  and  Bench  Work  in  wood  for  boys  of  grades  fifth  to 
eighth,  inclusive. 

The  Primary  Hand  Work  is  outlined  for  the  teachers  of  the  pri- 
mary grades  bv  the  special  manual  training  teachers.  The  instruction 
to  the  pupils  is  then  given  by  the  regular  grade  teachers. 

The  Tray  and  Bench  Work  are  taught  by  the  special  manual  train- 
ing teachers. 

Primary  Hand  Work  (Directed). 

The  Primary  Hand  Work  includes: 

Cardboard  construction. 

Weaving. 

Work  with  toy  knitters,  raffia  and  reed. 

Cardboard  Construction. 

The  cardboard  work  is  designed  to  give  definite  help  in  the  teach- 
ing of  number.  This  constructive  number  work  should  familiarize 
pupils  with  the  terms  right  and  left  ; should  develop  accuracy  and  afford 
the  finest  mental  discipline.  Some  of  the  cardboard  models  are  given 
solely  for  their  value  in  number  work,  others  will  be  found  useful  in 
connection  with  literature,  nature  study,  etc. 

The  use  of  the  ruler  is  introduced  gradually,  with  inches  first,  and 
later,  halves  and  quarters. 

Teachers  are  especially  urged  to  encourage  the  children  to  find 
new  uses  for  the  various  materials  furnished.  For  use  in  the  original 
work  a number  of  full  sheets  of  cover  paper  will  be  sent  yearly  to  each 
school. 

There  is  a close  correlation  between  the  art  work  and  the  con- 
struction work  in  that  each  grade  decorates  some  of  the  cardboard 
models  under  the  direction  of  the  art  department.  For  details  regard- 
ing the  decorated  cardboard  work,  see  the  Art  Course. 


152 


First  Grade. 


As  pupils  are  not  able  to  use  the  rules  in  the  first  grade,  light 
weight  cover  paper,  blocked  out  in  one  inch  squares,  is  furnished. 

The  following  models  are  suggested : 


Model. 

Tag  (if  needed). 

Envelope. 

Square  Tray. 

Seed  Box  with  Cover. 
May  Basket  (plain). 

May  Basket  (fancy). 

Sled,  Cart. 

Snow  Shovel. 

Chicken  Coop. 

Furniture  for  Doll  House. 


Material. 

Tag  Board. 

Railroad  Paper. 

i Blocked  Cover  Paper. 


Second  Grade. 


Model. 

Yarn  Winder. 

Tag. 

Circle  Maker. 
Envelope. 

Book  Mark,  Tray. 
Circular  Mount. 
Rectangular  Mount. 
Blotter,  Shaving  Pad. 
Letter  Case  (1). 
Letter  Case  (2). 
Handkerchief  Case. 
Wall  Pocket. 

Easter  Basket. 

May  Basket. 


Material. 


\ 


Tag  Board. 


Manila  Paper. 


Cover  Paper. 


153 


Third  Grade. 


Model. 

Tag. 

Yarn  Winder. 

Circle  Maker. 

Foundation  for  Circular  Picture,  Frame. 
Envelope. 

Book  Mark,  Pen  Wiper. 

Candy  Box. 

Handkerchief  Box. 

Easter  Basket. 

May  Basket. 

Fan. 


Material. 


Tag  Board. 


Manila  Paper. 


Cover  Paper. 


Fourth  Grade. 

Model. 

Tag. 

Circle  Maker. 

Envelope. 

Hexagonal  Mount. 

Octagonal  Mount. 

Favor  Box. 

Needle  Book. 

Top  Collar  Case. 

Photograph  Frame. 

Hair  Pin  Tray. 

Woven  Tray. 

Post  Card  Album. 

Weaving. 

The  purpose  of  the  exercises  in  weaving  is  to  help  the  child  gain 
control  of  the  hand. 

The  age  of  the  child  determines  the  grade  of  exercises,  beginning 
with  the  coarse  and  simple  and  working  up  to  the  finer  and  more 
difficult. 


Material, 
j Tag  Board. 
Manila  Paper. 

I Cover  Paper. 


154 


The  exercises  in  weaving  give  excellent  opportunities  for  talks  on 
textile  fibres — cotton,  wool,  linen  and  silk.  Many  of  the  articles  made 
afford  the  child  an  opportunity  to  work  out  color  design. 

The  work  in  all  grades  should  be  both  co-operative  and  individual. 
Second  Grade. 

Use  warp  and  weft  in  short  lengths  for  all  exercises. 

Models.  Materials. 

| Mertzo  Braid,  Corticelli  Braid, 
Rugs  and  Mats.  j Roving,  Rags,  Burlap,  Felt. 


Models. 


Third  Grade. 

Materials. 


Doll’s  Hood,  Stocking  Cap, 
Doll’s  Muff,  Doll’s  Tippet  or 
Collar. 

Rugs  with  patterns  in  color. 


Roving,  Yarn,  Jute,  Warp. 


Fourth  Grade. 

Models.  Materials. 


Hammock,  Doll’s  Tam  O’Shan- 
ter  Cap,  Bath  Slippers,  Boy’s 
Muffler,  Boy’s  Marble  Bag, 


Roving,  Yarn,  Jute,  Warp, 
Chenille. 


Exercises  with  toy  knitters,  raffia  and  reed. 

The  exercises  with  toy  knitters,  raffia  and  reed  in  second,  third 
and  fourth  grades,  consist  in  making  simple  models,  i.  e., 


Mitten  Cords  (Looping). 


Horse  Reins. 

Foundation  Strand  for  Mats,  etc. 

Napkin  Rings. 

Strand  for  Doll  Hats  and  Doll  Furnishings,  Coin  Purses,  etc. 
Picture  Frames. 

String  Balls. 


155 


Mats,  Brushbroom  Holders. 
Simple  Baskets,  Jardinieres. 
Raffia  Pillows. 


Tray  and  Bench  Work  in  Wood. 

Tray  Work,  Fifth  Grade.  Manual  Training  in  wood  is  begun 
with  the  tool  best  known  to  boys,  the  knife.  The  equipment  consists 
of  Tray,  Knife,  Try  Square,  Triangles,  Compasses  and  Ruler. 

In  Grammar  Schools  all  the  classes  in  Manual  Training  are  held 
in  the  Manual  Training  Room. 

Instruction  in  Tray  or  Knife  Work  should  cover  the  following 
points : 

Correct  use  of  each  tool  in  the  equipment. 

Correct  position  of  body  in  whittling. 

Proper  manner  of  holding  wood. 

Kinds  of  cuts. 

Principal  facts  about  forestry,  logging,  lumbering  and  milking. 

(In  the  elementary  schools  the  tray  work  may  be  continued 
through  the  sixth  grade  or  the  sixth  grade  boys  may  go  to  the  nearest 
Grammar  School  for  bench  work.) 

Models  suggested,  Fifth  Grade. 

Pencil  Sharpener. 

Plant  Label. 

Key  Board,  Blotting  Pad. 

String  Winder,  Spool  and  Thimble  Holder. 

Thread  Holder,  Match  Safe. 

Match  Box  and  Scratch. 

Whisk  Broom  Case,  Pen  Tray. 

Easel  for  Calendar,  Wall  Bracket. 

Brush  and  Comb  Case. 

Tooth  Brush  Rack,  Paper  Knife. 

Small  Screen. 


156 


Letter  Holder,  Doll’s  Furniture. 

Sled,  Kites,  Aeroplanes. 

Thin  Wood  Toys. 

Bench  Work,  General  Directions.  During  the  course  in  bench 
work  the  boys  should  learn : 

Care  of  bench  and  equipment. 

To  distinguish  common  kinds  of  wood,  both  in  growing  trees  and 
in  lumber. 

Ways  of  cutting  timber,  also  facts  about  knots,  shakes,  sap,  wind- 
ing, expansion  and  contraction  of  wood,  warping,  seasoning,  kiln  dry- 
ing, etc. 

Names  of  all  tools  as  taken  up  for  use ; the  names  of  their  parts 
and  proper  care  of  tools. 

Method  of  sharpening  edge  tools. 

Something  of  the  history  and  evolution  of  more  common  tools. 

Facts  about  the  manufacture  of  tools,  screws,  nails,  etc. 

Use  of  stains,  shellac,  varnish,  wax,  etc. 

Some  portion  of  each  boy’s  time  should  be  spent  in  making  arti- 
cles for  the  school,  i.  e., 

Models  to  illustrate  other  subjects  in  course  of  study. 

Simple  furniture  for  school  rooms. 

Frames  for  pictures,  pedestals  for  statuary. 

Toy  furniture  and  simple  furniture  for  the  kindergarten. 

Book  stalls  for  teachers’  desks. 

Models  for  permanent  school  exhibit. 

Apparatus  for  simple  experiments  in  physics. 

Drawing.  “Before  there  can  be  accurate  expression  there  must 
be  clear  conception.” 

The  first  six  lesson  periods  of  the  semester  may  be  devoted  to 
drawing. 

Previous  to  the  construction  of  every  model  in  bench  work  there 
should  be : 

1.  Freehand  sketch  of  model  to  be  made. 


157 


2.  Working  drawing  to  scale  of  all  articles  except  experimental 
models. 

3.  Complete  order  for  stock  required. 

a.  Lumber — length  x width  x thickness,  allowing  y in. 
extra  in  width  and  1 in.  in  length. 

b.  Nails,  screws  or  other  material  needed. 

Careful  attention  should  be  given  to  the 
Making  of  drawings  from  objects. 

Proper  arrangement  of  different  views  in  working  drawings  and 
proper  placing  on  paper. 

Arrangement  of  lettering  on  mechanical  drawings. 

I.  Name  plate  4"  x 1" — placed  y"  from  bottom  and  right  side 
in  lower  right  hand  corner. 

II.  Name  plate  consists  of 

1.  Name — Bench  No. 

2.  Grade  and  School — Date. 

III.  Name  of  object.  1"  below  top  of  center  of  paper.  Letters 
yy  in  height. 

IV.  Scale  yy  below  name  of  object.  Letters  y"  in  height. 

Lines  used  in  working  drawings  are 

Visible  edges — full  heavy  lines. 

Invisible  edges — broken  lines  (y  in.  dash). 

Extension  lines — full  light  lines. 

Center  lines — dash  and  dot  alternating,  dash  y in.,  dot  y in. 
Dimension  lines — full  light  lines. 

Mechanical  Drawing  Outline. 

Fifth  Grade  B. 

8 Freehand  sketches. 

Sheet  of  horizontal  lines. 

Freehand  sketches  of  articles  to  be  made. 


158 


Fifth  Grade  A. 


Sheet  of  horizontal  and  perpendicular  lines. 

Sheet  of  compass  exercises. 

Freehand  sketches  and  mechanical  drawings  of  articles  to  be  made. 
Sixth  Grade  B. 

Sheet  of  lettering. 

Freehand  sketches  and  mechanical  drawings  of  articles  to  be  made. 

Sixth  Grade  A. 

Sheet  of  modified  squares. 

Freehand  sketches  and  mechanical  drawings  of  articles  to  be  made. 
Seventh  Grade  B. 

Simple  projections  of  square  prisms,  triangular  prisms, 'triangular 
prisms  placed  back  of  square  prisms. 

Freehand  sketches  and  mechanical  drawings  of  articles  to  be  made. 
Seventh  Grade  A. 

Sheet  of  tools  and  joints:  try  squares,  saw  box,  cross  lap  joint 

and  mitre  joint.  (Drawn  to  scale.) 

Freehand  sketches  and  mechanical  drawings  of  articles  to  be  made. 
Eighth  Grade  B. 

Sheet  of  tools  and  joints:  mallet,  housed  joint,  dowel  joint  and 

mortise  and  tenon  joint. 

Freehand  sketches  and  mechanical  drawings  of  articles  to  be  made. 
Eighth  Grade  A. 

Freehand  sketches  and  mechanical  drawings  of  articles  to  be  made. 

Bench  Work,  Sixth  Grade.  In  the  sixth  grade  the  boys  should 
learn : 

Use  of  gauge  and  knife  to  lay  out  work. 

Use  of  saws : back,  cross-cut,  rip. 

Use  of  trestles,  saw  boxes. 


159 


Use  of  try  square  to  lay  out  and  test  work. 

Proper  use  of  hammer,  nail  set. 

When  and  how  to  use  nails,  brads. 

Use  of  brace  and  bits,  bit  stop,  countersink. 

Method  of  setting  screws. 

Facts  about  use  and  misuse  of  sandpaper. 

To  detect  grain  of  wood  and  use  this  knowledge  in  planing. 
Chiseling : vertical,  oblique,  stop  chiseling. 

Use  of  glue  and  clamps  in  gluing. 

Facts  about  use  and  misuse  of  files. 

Simple  rules  of  framing. 

Board  measure. 

The  general  directions  for  dressing  a piece  of  wood  are : 

1.  Smooth  broad  surfaces  and  mark  better  side  x near  better  edge. 

2.  Joint  better  edge  and  mark  x. 

3.  Gauge  to  width  and  joint  to  gauge  line. 

4.  True  one  end. 

5.  Measure  to  length  and  true. 

Models  suggested,  Sixth  Grade. 

Sandpaper  and  pounding  block. 

Necktie  rack,  plant  stand. 

Bench  hook,  bread  cutter,  safety  match  holder. 

Magazine  rack. 

Knife  strop,  tooth  brush  rack. 

Tea  pot  stand,  letter  file. 

Scouring  board,  trays. 

Trellis,  chair  caning  (small  model). 

Kites,  aeroplanes. 

Bench  Work,  Seventh  Grade.  In  the  seventh  grade  the  following 
points  should  be  covered: 


160 


Uses  of  dowel. 

Beveling,  chamfering,  making  round. 

Bow  sawing. 

Use  of  spoke-shave. 

Method  of  applying  different  kinds  of  hinges. 

Joints  to  make — housed  and  cross-lap. 

Models : 

Ring  toss,  candle  stick. 

Money  box,  knife  box,  tooth  brush  rack. 

Scientific  toys. 

Bird  house,  sleeve  board,  copper  match  holder. 

Hat  rack,  kitchen  corner,  corner  shelf. 

Salt  box,  scouring  box,  simple  book  stall. 

Broom  holder,  bracket  shelf,  towel  rack,  foot  stools. 

Book  stall — housed  joint. 

Box  with  each  lap  joint. 

Tabouret — cross-lap  joint. 

Kites,  aeroplanes. 

Bench  Work,  Eighth  Grade.  In  the  eighth  grade  there  should 
be  a review  of  the  principles  and  processes  learned  in  previous  grades, 
also  all  points  not  already  covered  should  be  taken  up,  as  follows : 

Use  of  scrapers. 

Use  of  gauges. 

Use  of  corner  blocks  and  other  means  of  strengthening. 

Joints  to  make : dowel-mortise  and  tenon. 

Models  : 

Plant  rest,  wind  mill,  tabourets. 

Book  stalls  (with  housed  joint). 

Boxes  with  lapped  joint. 

Umbrella  rack,  shoe  boxes,  stools. 

Book  shelves,  photograph  holders. 


161 


Blotters,  paper  knives,  envelope  cases. 
Plate  racks,  cabinets,  screens,  clock  cases. 
Magazine  racks,  hanging  book  shelves. 

Ink  stands,  towel  racks. 

Costumers,  tables. 

Pedestals,  waste  paper  baskets. 

Lamps,  book  ends. 

Kites,  aeroplanes,  step  ladder. 

Scientific  toys. 


162 


Music 


This  Course  of  Study  is  not  to  be  considered  in  any  sense  final. 
It  will  be  changed,  from  time  to  time,  as  the  work  progresses,  as  the 
musical  ability  of  teachers  and  students  increases,  and  as  the  further 
study  of  educational  principles  and  methods  may  demand.  It  will  also 
be  supplemented  by  the  semester  outlines,  by  circulars  giving  additional 
instruction,  and  by  such  help  and  suggestions  as  the  Department  of 
Music  may  give. 


Grade  I. 

Aim  to  give  children  rich  musical  experience  from  songs  outlined 
each  semester. 

Work  of  grade  outlined  as  follows: 

1.  Rote  Songs — 

Gaynor,  Books  I and  II ; Congdon  Music  Primer,  Book  I ; 
Singing  Leaves ; Modern  Primer. 

Review  Kindergarten  Songs. 

2.  Voice  Work — 

Exercises  designed  to  cultivate  light  head-tones. 

Much  individual  work  with  monotones. 

3.  Ear  Training  and  Interval  Drill — 

Exercises  designed  to  test  accuracy  of  ear  and  to  develop 
musical  sense  through  power  of  imitation. 

Grade  II. 

Aim  to  give  children  wider  musical  experience  through  many  songs 
and  to  introduce  them  to  musical  forms  from  printed  page. 

Work  of  grade  outlined  as  follows: 


163 


1.  Rote  Songs — 


Gaynor,  Books  I and  II;  Art  Song  Cycle,  Book  I;  Modern 
Primer. 

2.  Book  Work — 

Sight  reading  from  Congdon  Primer,  Books  I and  II. 

3.  Voice  Work — 

Exercises  designed  to  cultivate  light  head-tones. 

4.  Interval  Drill  and  Ear  Training — 

Exercises  designed  to  develop  musical  sense  through  power 
of  imitation  and  discrimination. 

5.  Dictation  and  Written  Work — 

Based  On  Interval  Drill. 

Grade, III. 

Aim  to  give  children  a wider  musical  experience  and  knowledge 
of  musical  forms  from  printed  page. 

Work  of  grade  outlined  as  follows: 

1.  Rote  Songs — 

Gaynor,  Books  I and  II ; Art  Song  Cycle,  Book  I ; Modern 
Primer. 

2.  Book  Work — 

Sight  reading  from  Modern  Primer  and  supplementary 
music  books. 

Many  rounds  and  canons  to  be  sung. 

3.  Voice  Work — 

Exercises  designed  to  cultivate  light  head-tones. 

4.  Ear  Training  and  Interval  Drill — 

Intervals  in  phrases  of  songs  studied. 

5.  Dictation  and  Written  Work — 

Exercises  based  on  Interval  Drill. 

Grade  IV. 

Aim  to  develop  a true  appreciation  of  quality  of  tone  and  beauty 


164 


of  melody  and  harmony,  and  to  assure  definite  knowledge  of  music. 
Work  of  the  grade  outlined  as  follows : 

1.  Rote  Songs — 

Gaynor,  Books  I and  II ; Art  Song  Cycle,  Books  I and  II ; 
Modern  Primer. 

2.  Book  Work — 

Sight  reading  from  Modern  Primer  and  supplementary 
music  material. 

Special  attention  to  technical  problems  in  time  and  interval, 
and  to  two-part  singing. 

3.  Voice  Work — 

Exercises  designed  to  cultivate  light,  flexible  tones. 

4.  Ear  Training  and  Interval  Drill — 

Intervals  in  phrases  of  songs  and  exercises  studied  with 
special  attention  to  chromatic  intervals. 

5.  Dictation  and  Written  Work — 

Based  on  ear  training  and  interval  drill,  and  scales 
studied. 


Grade  V. 

Aim  to  develop  a true  appreciation  of  quality  of  tone  and 
beauty  of  melody  and  harmony,  and  to  assure  definite  knowledge  of 
music. 

Work  of  grade  outlined  as  follows : 

1.  Rote  Songs — 

Gaynor,  Books  I and  II ; Art  Song  Cycle,  Books  I and  II ; 
Modern  Reader,  Books  I and  II. 

2.  Book  Work — 

Sight  reading  from  Modern  Music  Reader,  Books  I and 
II,  and  supplementary  reading  material. 

Special  attention  to  chromatic  tones. 

3.  Voice  Work — 

Exercises  designed  to  preserve  light  head-tones. 


165 


4.  Ear  Training  and  Interval  Drill — 

Intervals  in  phrases  of  songs  and  exercises  studied,  with 
special  attention  to  chromatic  intervals. 

Chord  work  suggested. 

5.  Dictation  and  Written  Work — 

Based  on  ear  training  and  interval  drill,  and  scales  studied. 

Grade  VI. 

Aim  to  develop  a true  appreciation  of  quality  of  tone  and 
beauty  of  harmony,  and  to  assure  definite  working  knowl- 
edge of  music. 

Work  of  grade  outlined  as  follows: 

1.  Rote  Songs — 

Twenty  Song  Classics. 

2.  Book  Work — 

Sight  reading  from  Modern  Music  Reader,  Book  II,  and 
supplementary  music  material. 

Laurel  Music  Reader  used  as  supplementary  book. 

Special  attention  to  problems  of  time  and  interval,  as  out- 
lined, and  to  three-part  selections  for  unchanged  voices. 

3.  Voice  Work — 

Exercises  designed  to  preserve  light  head-quality  of  tones. 
Special  attention  to  any  changing  voices  among  boys. 

4.  Ear  Training  and  Interval  Drill — 

Intervals  in  phrases  of  songs  and  exercises  studied,  with 
special  attention  to  chromatic  intervals. 

Chord  work  as  outlined. 

5.  Dictation  and  Written  Work — 

Exercises  based  on  ear  training,  scales  and  studies. 

Grade  VII. 

Aim  to  develop  a true  appreciation  of  quality  of  tone  and  beauty 
of  harmony,  and  to  assure  definite  working  knowledge  of  music. 
Work  of  grade  outlined  as  follows: 


166 


1.  Book  Work — 

Sight  reading  from  Modern  Music  Reader,  Book  II. 
Laurel  Music  Reader  used  as  supplementary  book. 

2.  Voice  Work — 

Exercises  designed  to  preserve  the  light  head-quality  of 
tones. 

Special  attention  to  any  changing  and  changed  voices 
among  boys. 

3.  Ear  Training  and  Interval  Drill — 

Exercises  and  songs  studied  and  chord  work  as  outlined. 
4 1 Dictation  and  Written  Work — 

Exercises  based  on  ear  training  and  interval  drill,  scales 
and  studies. 


Grade  VIII. 

Aim  to  develop  a true  appreciation  of  good  music  and  a definite 
working  knowledge  of  the  same. 

Work  outlined  in  this  grade  as  follows: 

1.  Book  Work — 

Sight  reading  in  Modern  Music  Reader,  Alternate  Third. 
Laurel  Music  Reader  used  as  supplementary  book. 

Special  attention  to  three  and  four-part  songs  for  chang- 
ing and  changed  voices. 

2.  Voice  Work — 

Exercises  designed  to  preserve  the  correct  quality  of 
tones  with  special  attention  to  changing  and  changed 
voices  of  boys. 

3.  Ear  Training  and  Interval  Drill — 

Exercises  and  songs  studied  and  chord  work  as  outlined. 

4.  Dictation  and  Written  Work — * 

Melodies  from  dictation,  and  a general  review  of  prob- 
lems met  throughout  grades. 


167 


High  School. 


1.  Normal  Classes. 

Aim  to  equip  students  with  a knowledge  of  the  elements  of 
Music  as  a preparation  for  the  Music  Course  in  the  Normal 
Training  School. 

2.  Chorus  Classes. 

Aim  to  give  students  skill  in  reading  choruses,  part  songs  and 
choral  works  at  sight  and.  in  artistic  interpretation  and  presenta- 
tion. 

3.  Harmony. 

Aim  to  give  a musical  foundation  and  guide  to  artistic  interpre- 
tation in  the  study  of  voice,  piano,  or  any  other  musical  ihstru- 
ment. 

4.  History  of  Music. 

Aim  to  give  students  a knowledge  of  the  origin  and  development 
of  music. 

5.  Music  Appreciation. 

Aim  to  acquaint  students  with  the  classical  music  literature  and 
its  composers,  and  to  equip  them  with  the  ability  to  enjoy  intelli- 
gently the  beautiful  in  music. 

Students  may  take  any  one  or  more  of  the  above  courses,  credit 
being  allowed  in  proportion.  The  following  complete  course  known 
as : 

6.  A General  Cultural  and  Theoretical  Course,  consisting  of  two 

or  more  recitations  per  week  in  chorus,  one  in  harmony,  one  in 
music  history,  and  one  in  music  appreciation,  is  advised. 

Besides  these  classes  there  are  the  following  music  activities  in 
which  high  school  students  are  invited  to  participate : 

1.  Boys’  and  Girls’  Glee  Clubs,  the  members  being  chosen  by 
the  director  on  the  score  of  voice  and  reading  ability. 

2.  The  School  Orchestra,  all  students  playing  wind  or  string 
instruments  being  eligible  for  admission. 


168 


Physical  Education 


Grade  I. 

Time — 15  Minutes  Daily. 


The  following  “Orders  of  Exercises’’  are  especially  adapted 
to  the  needs  of  the  smaller  children.  The  class  is  to  stand 
beside  the  seats  and  imitate  the  teacher.  Good  form  cannot  be  de- 
manded of  the  little  people,  and  the  purpose  of  the  lesson  is  to  give 
needed  activity  to  the  children,  which  will  make  for  poise  and  bodily 
control,  as  well  as  tend  to  prepare  them  for  more  definite  exercises  in 
the  advanced  grades,  and  to  teach  them  how  to  take  directions  ac- 


Children rise. 

Breathing  exercise. 

Head  bending  to  left  and  right. 

Arm  raising  sideways. 

Trunk  bending  forward. 

Hips  firm. 

Breathing  exercise. 

Gymnastic  Play  A Picnic. 


curately. 


OCTOBER. 


Order  of  Exercises. 


Games. 


Gymnastic. 


Singing. 


Cat  and  Rat. 
Hands  Up. 
Blind  Men. 


Farmer  in  the  Dell. 
Drop  the  Handkerchief. 


169 


NOVEMBER. 

Order  of  Exercises. 

Breathing  exercise. 

Arm  flinging  sideways. 

Head  twisting  to  left  and  right. 

Feet  opening  and  closing. 

Trunk  bending  to  left  and  right. 

Running  in  place. 

Breathing. 

Gymnastic  Play  A Wind  Storm. 

Games. 

Singing. 

Hot  Ball 

The  King  of  France. 

Row,  Row,  Row  Your  Boat. 

RHYTHMIC  EXERCISES. 

October  and  November. 

March. 

Breathing. 

Windmills. 

Tiptoe  marching. 

Elephant  imitation. 

Skipping. 

Marching,  with  arm  raising  sideways. 

Breathing. 

DECEMBER. 

Order  of  Exercises. 

Breathing  exercises. 

Marking  time. 


Gymnastic. 
Fire  Engine  Race. 
Crossing  Brook. 
Mr.  Slap  Jack 


170 


Head  bending  backward. 

Arm  stretching  overhead  and  standing  on  tiptoes. 

Arm  bending  upward. 

Trunk  twisting. 

Running  around  the  room. 

Breathing  exercise. 

Gymnastic  Play  Christmas  Fun 

Games. 

Singing. 

The  Muffin  Man. 

Did  You  Ever  See  a Lassie? 

JANUARY. 

Order  of  Exercises. 

Breathing  exercise. 

Heel  raising. 

Shaking  hands  up  and  down. 

Trunk  bending  forward. 

Knee  bending  upward. 

Trunk  twisting. 

Running  on  tiptoe  in  place  (turning  in  different  directions). 
Breathing. 

Gymnastic  Play  ....*. Winter  Sports. 

Games. 

Gymnastic.  Singing. 

Vaulting  over  seats.  _ Greeting  Game. 

Race,  touching  wall.  Looby  Loo. 

Eollow  the  Leader. 


Gymnastic. 

Running  around  room. 
Jumping  over  pointer. 
Jack  be  Nimble. 


171 


RHYTHMIC  EXERCISES. 
December  and  January. 


Marching. 

Blowing  seeds  away. 

Swing.' 

High-stepping  horses. 
Blacksmith. 

Bending  and  stretching  knees. 
Breathing. 


Deep  breathing. 

Marching  in  place. 

Arm  flinging  sideways. 

Trunk  bending  forwards. 

Hips  firm. 

Trunk  twisting. 

Skipping  around  the  room. 

Breathing. 

Gymnastic  Play  Military  Imitations. 


FEBRUARY. 
Order  of  Exercises. 


Games. 


Gymnastic. 


Singing. 


Snow  Man. 
Prince  Tip. 
Race  Horses. 


The  King  of  France. 
Soldier  Boy. 


MARCH. 

Order  of  Exercises. 


Breathing. 
Knee  bending. 


172 


Arm  swimming. 

Heel  raising. 

Reaching  forward,  downward  and  lifting  an  imaginary  weight 
from  the  floor. 

Trunk  swaying. 

Running  in  place. 

Arm  stretching  upward  with  breathing. 

Gymnastic  Play  ' Imitation  Game. 

Wind  whistling. 

Swing. 

Walking  a fence  rail. 

Rolling  marbles. 

See-Saw. 

Jumping  rope. 

Blowing  wind  mills  of  paper. 

Games. 

Gymnastic.  Singing. 

Cat  and  Rat.  One,  Two,  Three  Blow. 

Skipping  Tag.  When  I Was  a Shoemaker. 

Hot  Ball. 

Hide  the  Thimble. 

RHYTHMIC  EXERCISES. 

February  and  March. 

Lesson  I.  . . .Page  67.  .... . .Graded  Games  and  Rhythmic  Exercises. 
Lesson  II.. . .Page  67  & 68.  .Graded  Games  and  Rhythmic  Exercises. 

APRIL. 

Order  of  Exercises. 

Hips  firm. 

Feet  close. 

173 


Head  bending  backwards. 

Stretching  upward  on  toes  with  arms  overhead. 

Facing  left,  joining  hands  in  aisles  and  sliding  to  right,  then 
to  left. 

Head  twisting. 

Flying  around  room. 

Deep  breathing. 

Gymnastic  Play  Spring. 

Smelling  fragrance. 

Rain  on  roof  (tapping  with  toes). 

Branches  tossing  in  wind. 

• Digging  trenches  for  melting  snow. 

Putting  on  boots,  then  wading  in  water. 

Flying  wild  geese. 

Breathing. 

Games. 

Gymnastic.  Singing. 

Crossing  Brook.  Garden  Scamp. 

I Saw.  Ten  Little  Indians. 

Tag. 

Blind  Man’s  Buff. 

MAY. 

Order  of  Exercises. 

Breathing. 

Knee  bending. 

Arm  raising  sideways. 

Feet  sideways  place. 

Arm  flinging  forward,  upward. 

Hop  on  one  foot,  then  on  the  other. 

Breathing. 


174 


Gymnastic  Play 


Seashore  Activities. 


Breathing  the  salt  air. 
Throwing  stones  in  the  water. 
Riding  on  raft. 

Swimming. 

Steamboat. 

Running  on  the  shore. 

Rising  and  falling  waves. 


Gymnastic. 
Hide  the  Thimble. 
Squirrels  in  Trees. 
Feather  Fly. 


Games. 

Singing. 

Farmer  in  the  Dell. 
Visiting  Game. 
Merry-go-round. 


RHYTHMIC  EXERCISES. 


April  and  May. 

Lesson  III.  ....  .Page  68.  . .Graded  Games  and  Rhythmic  Exercises. 
Lesson  IV  or  V Page  69.  ..Graded  Games  and  Rhythmic  Exercises. 


Grade  II. 

OCTOBER.  % v> •:> 

Order  of  Exercises.  : ; ’ 

Breathing.  j . ; f_- J? 

Knee  bending. 

Arm  raising  sideways. 

Feet  close  and  open. 

Trunk  bending  forward.  .•  4 

Marking  time.  j 

Breathing. 


175 


Games. 


Gymnastic. 


Singing 


Cat  and  Mouse. 
Mr.  Slap  Jack. 


Garden  Scamp. 
Squirrels. 


' NOVEMBER. 
Order  of  Exercises. 


Breathing-. 

Hips  firm — Head  firm. 
Heels  raising. 

Arm  bending. 

Trunk  bending  sideways. 
Running  in  place. 
Breathing. 


Huckle,  Buckle,  Bean  Stalk. 

New  York. 

Gymnastic  Play  . . . .October  and  November.  . . . Imitating  Indians. 
Following  the  trail. 

Trying  to  smell  camp  fire. 

Shooting  with  bow  and  arrow. 

Chopping  wood. 

Paddling  canoe. 

Fire  dance. 

Smelling  camp  fire. 


Games. 


Gymnastic. 
Belled  Cat. 


Singing. 
London  Bridge. 


RHYTHMIC  EXERCISES. 


October  and  November. 


Marching. 


176 


' Blowing  pinwheels. 
Spinning  tops. 
Bowing. 

See  Saw. 

Skipping  rope. 
Breathing. 


DECEMBER. 
Order  of  Exercises. 


Breathing. 

Hand  shaking  up  and  down. 
Marking  time  on  tip-toe. 
Trunk  bending  forward. 
Trunk  twisting. 

Jump  in  place. 

Breathing. 


Going  to  Jerusalem. 

Circle  Ball. 

Huckle,  Buckle,  Bean  Stalk. 


JANUARY. 
Order  of  Exercises. 


Foot  placing  sideways. 

Arms  forward,  raise  sideways,  fling. 
Stride  standing,  heel  raising. 

Head  firm. 

Trunk  bending  sideways. 


Games. 


Gymnastic. 
Cat  and  Mice. 


Singing. 
Water  Sprite. 


177 


Vaulting  through  seats. 

Breathing. 

Games. 

Gymnastic.  Singing. 

Have  You  Seen  My  Sheep?  Lads  and  Lassies  Out  A’walking. 

Bean  Bag  Relay. 

Vaulting  over  Bench. 

DECEMBER  and  JANUARY. 

Gymnastic  Plays  Carpenter  and  Mason. 

Pacing  off  spaces  for  building. 

Blowing  sawdust. 

Sawing  boards  (first  to  the  right,  then  to  the  left). 

Digging  cellar  (first  to  the  right,  then  to  the  left). 

Planing  boards  (first  to  the  right,  then  to  the  left). 

Jump  into  cellar. 

Blowing  upon  the  weather-vane. 

RHYTHMIC  EXERCISES. 

Marching. 

Breathing. 

Arm  bending  forward  and  flinging  sideways. 

Wading  in  deep  snow. 

Shoveling  deep  snow. 

Trees  in  the  wind. 

Swing  Jumps. 

Breathing. 

Folk  Dancing  Heel  and  toe  Polka. 

FEBRUARY. 

Order  of  Exercises. 

Marking  time. 

Arm  raising  sideways  with  deep  breathing. 


178 


Arm  bending  upward. 

Left  (or  right)  leg  sideways  raise. 

Trunk  bending  forward. 

Run  around  rodm. 

Breathing. 

Games. 

Gymnastic.  Singing. 

Bean  Bag  Relay.  I Took  a Walk  One  Evening. 

Red  Lion. 

Teacher  and  Class. 

New  York. 

MARCH. 

Order  of  Exercises. 

Breathing. 

Heel  raising. 

Head  bending  backward. 

Knee  bending  upward. 

Trunk  bending  forward. 

Cut  step  (swing  step). 

Breathing. 

Games. 

Gymnastic.  Singing. 

Teacher  and  Class.  German  Clap  Dance. 

Squirrels  in  Trees. 

Lost  Bean  Bag  Relay. 

FEBRUARY  and  MARCH. 

Gymnastic  Play  Sailors. 

Breathing  to  smell  salt  air. 

Hauling  halyards. 

179 


Lifting  anchor. 
Rolling  ship. 
Jolly  sailors. 
Breathing. 


RHYTHMIC  EXERCISES. 


Marching — Spiral  formation. 

Breathing. 

Farmer  sowing  seeds. 

Looking  over  high  fence. 

Reaping  the  grain. 

Mowing  with  scythe. 

Barn  dance  breathing. 

Folk  Dance  Chimes  of  Dunkirk. 


Breathing. 

Arm  flinging  sideways. 

Walk  standing,  heel  raising. 

Arm  swinging. 

Stride  standing,  trunk  bending  sideways. 
Skipping  around  room. 

Breathing. 


APRIL. 


Order  of  Exercises. 


Games. 


Gymnastic. 

Touch  Bean  Bag. 

Witch  and  Her  Jars. 

Lost  Bean  Bag  Relay. 

Running  in  Zig  Zag  and  Spiral. 


Singing. 
Knots  in  May. 


180 


MAY. 

Order  of  Exercises. 

Breathing. 

Arm  bending  and  stretching  sideways. 

Slow  tip-toe  march. 

Trunk  bending  forward. 

Stride  standing,  trunk  twisting. 

Hop  on  one  foot  (twice  with  right  then  with  left). 
Breathing. 

Games. 

Gymnastic.  Singing. 

Flowers  and  the  Wind.  Swiss  May  Dance. 

Relay  Races. 


APRIL  and  MAY. 

Gymnastic  Play  Base  Ball. 

Walking  to  the  ball  grounds. 

Band  playing  before  games. 

Pitching  the  ball. 

Bend  forward  to  catch  low  ball. 

Batting  ball. 

Making  “home  run.” 

Breathing. 

RHYTHMIC  EXERCISES. 

Marching. 

Breathing  salt  air. 

Swimming. 

Walking  log  over  stream. 

Rowing. 


• 181 


Sail  tipping  in  wind. 

Ducking  under  water. 

Breathing. 

Folk  Dancing. 

Sailors’  Hornpipe. 

Grade  III. 
OCTOBER. 

Order  of  Exercises. 

Chest  raising. 

Heel  raising. 

Arm  raising  sideways. 

Marking  time. 

Trunk  bending  forward. 

Running  softly  in  place. 

Breathing. 

Games. 

Gymnastic.  Singing. 

Dodge  Ball.  The  Jolly  Miller. 

The  Miller  is  Without. 

Token  Tag. 

Spool  Garden. 

NOVEMBER. 

Order  of  Exercises. 
Marching  around  room. 

Head  bending  backward. 

Head  firm. 

Walking  forward  on  tiptoes. 

Arm  flinging  forward. 


182 


Knee  bending1. 
Breathing. 


Gymnastic. 

Birds. 

Circle  Ball. 

I Say  “Stoop.” 

Games. 

Singing. 
London  Bridge. 
Looby  Loo. 

RHYTHMIC  EXERCISES. 

October  and  November. 

Lesson  I . . Page  82 Graded  Games  and  Rhythmic  Exercises. 

Lesson  II.  .Part  I Page  83.  .Graded  Games  and  Rhythmic  Exercises. 
Roundel. 

DECEMBER. 

Order  of  Exercises. 

Arm  raising  sideways  (Breathing). 

Head  twisting. 

Arm  bending  upward. 

Feet  apart,  heel  raising. 

Running  in  place. 


Breathing. 

Gymnastic. 
Merry-Go-Round. 
The  Belled  Cat. 
Sitting  Tag. 

Games. 

Singing. 

Lads  and  Lassies  Out  A’walking. 
Weaving  Game. 

Teacher  with  Bean  Bags. 

JANUARY. 
Order  of  Exercises. 
Shaking  hands  up  and  down. 


183 


Running  in  place. 

Arm  raising  sideways  (Breathing). 

Knee  bending  upward. 

Trunk  Twisting. 

Vaulting  seats. 

Breathing  with  head  bending  backward. 


Gymnastic. 
I Say  “Stoop. ” 
Dodge  Ball. 
Birds. 

Cat  and  Rat. 

Games. 

Singing. 

Twining  the  Wreath. 

RHYTHMIC  EXERCISES. 

December  and  January. 

Lesson  III.... Page  87.... Graded  Games  and  Rhythmic  Exercises. 


Breathing. 

Marching. 

FEBRUARY. 
Order  of  Exercises. 

Alternate  arm  stretching  upward. 

Bowing. 

'Climbing  on  seats  and  jumping  softly  down. 
Flying  around  room. 

Breathing. 


Gymnastic. 

Games. 

Singing. 

Bean  Bag  Catching.  Round  and  Round  the  Village. 

Derby  Jig. 

No.  14  Relay  Race. 

Button,  Button. 


184 


MARCH. 

Order  of  Exercises. 


Tapping  with  alternate  feet. 
Knee  bending. 

Hands  on  top  of  head. 
Dancing  in  place. 

Rowing  a boat. 


Stage  Coach. 

Bugaboo. 

Tag  Ball. 

RHYTHMIC  EXERCISES. 

February  and  March. 

Lesson  IV.... Page  89.... Graded  Games  and  Rhythmic  Exercises. 
Lesson  V.  . . .Page  90.  . . .Graded  Games  and  Rhythmic  Exercises. 


Breathing. 

Heel  and  toe  Polka. 

Arm  stretching  sideways. 
Heel  raising. 

Trunk  bending  forward. 
Stride  jump. 

Breathing. 


Games. 


Gymnastic. 
Weather  Cock. 


Singing. 
The  Jolly  Miller. 


APRIL. 

Order  of  Exercises. 


Games. 


Gymnastic. 


Singing. 


Follow  My  Leader. 
Relay  Races. 

Stone. 

Farmer  and  Crow. 


Oats,  Peas,  Beans  and  Barley  Grow. 
October  Games. 


185 


MAY. 

Order  of  Exercises. 

Breathing. 

Stretching. 

Arm  raising  forward. 

Heel  raising,  knee  bending. 

Bowing. 

Change  step. 

Breathing. 

Games. 

Gymnastic.  Singing. 

Chase  the  Rabbit.  Review  Year’s  Games. 

Hoop  Race. 

Look  out  for  the  Bear. 

Hawk  and  Hen. 

Tom,  Tpm,  the  Piper’s  Son. 

RHYTHMIC  EXERCISES. 

April  and  May. 

Lesson  VII.  . . .Page  92.  . . .Graded  Games  and  Rhythmic  Exercises. 
Lesson  VIII.  . .Page  93.  . . .Graded  Games  and  Rhythmic  Exercises. 

Grade  IV  B. 

Gymnastics 
Lesson  I. 

October.  February. 

Attention  (In  place — rest). 

Feet  close. 

Hips  firm. 

Heels  raise. 

Arms  sideways,  fling. 


186 


Hips  firm — head  backward,  bend. 

Mark  time. 

Breathing. 

Lesson  II. 

Attention — mark  time. 

Chest  raise. 

Head  firm. 

Feet  close — heels  raise. 

Arms  forward,  raise. 

Hips  firm — left  foot  forward,  place. 
With  knee  upward  bending  mark  time. 
Inhale  and  arms  sideways,  raise. 

Exhale  and  arms  sideways,  sink. 


Lesson  III. 


November. 

Attention. 

Feet  sideways,  place. 

Arms  upward,  bend. 

Hips  firm — left  foot  forward,  point,  etc. 

Hips  firm — trunk  half  forward,  bend. 

Feet  sideways,  place — head  backward,  bend. 
Hips  firm — heels  raise — knees  bend,  etc. 
Turning  palms  outward — inhale — exhale. 


Lesson  IV. 

Feet  close — open. 

Head  backward  bend. 

Arms  upward,  bend  sideways,  stretch. 
Hips  firm — foot  raising  forward. 
Arms  forward,  bend  sideways,  fling. 


March. 


187 


Trunk  to  left,  twist — to  right,  twist. 

Hips  firm — heels  raise — running  in  place. 

Arms  upward,  bend — deep  breathing. 

Lesson  V. 

December.  April. 

Facing. 

Arms  forward,  bend — sideways  fling,  etc. 

Arms  upward,  stretch,  etc. 

Hips  firm — left  knee  upward,  bend — right  knee  upward,  bend. 
Trunk  half  forward,  bend — hips  firm,  etc. 

Arms  forward,  bend — trunk  to  left  (right)  bend,  etc. 

Mark  time  on  tiptoe  (running). 

Hips  firm — knees  bend — knees  stretch — head  backward,  bend. 
Lesson  VI. 

Right  (left)  dress — forward  dress. 

Arms  forward,  raise — deep  breathing,  sideways  fling,  etc. 

Hips  firm — head  firm. 

Hips  firm — foot  placing  forward  with  heel  raising. 

Arms  upward,  bend — trunk  half  forward,  bend — arms  side- 
ways, stretch,  etc. 

Head  firm — deep  breathing — head  backward,  bend. 

Skipping  around  room. 

Breathing  with  arm  raising  sideways. 

Lesson  VII. 

January.  May. 

Facing — feet  close — feet  open. 

Arms  stretching  upward. 

Hips  firm — feet  sideways,  place — heels  raise,  etc. 

Arms  forward,  bend — trunk  half  forward,  bend — arms  side- 
ways, fling. 


188 


Hips  firm — left  foot  forward,  place — head  backward,  bend, 
with  deep  breathing,  etc. 

Hips  firm — feet  close — trunk  twisting. 

Hips  firm — prepare  to  jump. 

Breathing. 

Lesson  VIII. 

Hips  firm — prepare  to  jump. 

Arms  upward,  bend — head  backward,  bend,  etc. 

Arms  sideways  and  upwards  stretch. 

Hands  at  hips,  place — touch  step  forward. 

Hips  firm — feet  sideways,  place — trunk  forward,  bend — arms 
upward,  bend,  etc. 

Head  firm — trunk  bending  to  side. 

Jump  in  place. 

Breathing  with  arm  raising  forward. 

Grade  IV  A. 

Gymnastics. 

Lesson  I. 

October.  February. 

Attention. 

One  step  forward  (backward)  march. 

Hips  firm — head  backward,  bend. 

Head  firm. 

Arms  sideways,  raise — heels  raise,  etc. 

Feet  close — trunk  forward,  bend,  etc. 

Mark  time. 

Breathing. 

Lesson  II. 

Facing. 

Hips  firm — alternate  heel  and  toe  raising. 


189 


Head  twisting. 

Arms  sideways,  stretch. 

Head  firm — heels  raise,  etc. 

Hips  firm — trunk  forward,  bend — head  backward,  bend,  etc. 
Hips  firm — alternate  knee  upward  bending. 

Deep  breathing. 

Lesson  III. 

November.  March. 

Two  steps  forward  (backward)  march. 

Arms  upward,  bend — inhale  and  arms  sideways,  stretch,  etc. 
Hips  firm — left  (right)  knee  upward  bend,  forward  stretch. 
Trunk  forward,  bend — arms  forward,  upward  fling,  etc. 

Head  firm — feet  sideways,  place — trunk  bending — to  side. 

Hips  firm — prepare  to  jump. 

Arms  sideways  and  heels  raise,  etc. 

Arms  upward,  bend — inhale  and  arms  upward,  stretch. 

Lesson  IV. 

Arms  forward,  bend — inhale  and  arms  sideways,  fling. 

Hips  firm — knee  bending  (10  counts). 

Arms  upward,  bend — left  arm  sideways,  stretch — arms  change. 
Touch  step  to  side  and  step  in  front. 

Feet  sideways,  place — trunk  forward,  bend — arms  sideways, 
raise,  etc. 

Arms  upward,  bend — trunk  to  left  (right),  twist — arms  side- 
ways, stretch,  etc. 

Hips  firm — feet  sideways,  place — jump  to  position. 

Deep  breathing  with  arm  raising  sideways. 

Lesson  V. 

December.  April. 

Forward  dress. 

Hips  firm — heels  raise,  knees  bend,  etc. 


190 


Head  firm  and  feet  close — head  backward,  bend,  etc. 

Arms  half  sideways,  bend. 

Hips  firm  and  left  foot  forward,  place — heels  raise,  knees  bend, 
etc. 

Hips  firm  and  feet  sideways,  place — trunk  forward,  bend. 

Hips  firm — stride  jump. 

Arms  upward,  bend. 

Deep  breathing — with  palms  up,  arms  sideways,  stretch. 
Lesson  VI. 

Left  dress — arms  sideways,  raise,  with  deep  breathing. 

Hips  firm  and  left  foot  forward,  place — left  knee  bend,  etc. 

Arms  forward,  bend — head  backward,  bend,  and  arms  sideways, 
fling,  etc. 

Left  leg  forward,  raise — hips  firm — head  firm — position. 

Hips  firm — trunk  forward,  bend — head  twisting. 

Arms  sideways,  raise — trunk  bending. 

Jump  facing  90°. 

Arms  upward,  stretch.  Arm  parting  with  deep  breathing. 
Lesson  VII. 

January.  May. 

Chest  raise  and  inhale. 

Hips  firm — heels  raise — knee  upward  bending,  march  in  place. 
Head  firm — head  backward,  bend. 

Arms  forward,  raise — sideways,  fling. 

Arms  sideways,  raise — heels  raise — slow  march  forward. 

Feet  sideways,  place — trunk  forward,  bend — arms  forward, 
upward,  fling,  etc. 

Vaulting  through  seats. 

Deep  breathing  with  arm  raising  sideways. 

Lesson  VIII. 

One  step  forward  and  left  face. 


191 


Hips  firm — head  backward,  bend. 

Arms  sideways  and  upward  stretch. 

Arms  upward  stretch  and  feet  sideways,  place — heels  raise — 
head  firm,  etc. 

Left  hip  firm  and  right  arm  sideways,  fling — trunk  to  right, 
bend,  etc. 

Hips  firm — running  in  place. 

Hips  firm — knees  bend,  etc. 

Arm  circumduction. 

Fourth  Grade  A and  B. 

RHYTHMIC  EXERCISES. 

Lesson  I. 

March  to  hall  or  corridor  in  twos,  fours  and  eights. 

Arm  stretching  upward  slowly  from  shoulder. 

Touch  step.  Back  of  hands  on  hips.  Begin  with  the  left;  ad- 
vance, point  in  front,  and  then  step  forward  with  the  same 
foot.  Repeat  with  the  right  foot. 

Swimming.  Arms  reach  forward,  then  separate ; at  same  time 
step  forward  with  one  foot,  and  recover. 

Walk  forward  4 counts,  3 steps;  heels  together  on  “4”  with 
hands  on  hips,  bend  trunk  to  left,  and  raise ; bend  trunk  to 
right  and  raise. 

Schottische  step.  Count : Run,  run,  run,  skip.  Back  of  hands 
on  hips. 

Arm  raising  sideways  and  knee  bending. 

Inhale  and  exhale  slowly. 

Folk  Dances: 

“How  do  you  do,  my  partner?” 

“Chimes  of  Dunkirk.” 


192 


Lesson  II. 


March  to  places. 

Head  bending  backward, 

Throwing  a ball:  1.  Tossing  with  right,  catching  with  both. 

2.  Tossing  with  left,  catching  with  both. 

3 and  4 Bouncing  in  like  manner. 

Shoveling  snow : Shovel. 

Throw. 

Class  advances  step  by  step. 

Stride  jump:  Standing  position  to  stride.  On  toes. 

Skating : Striding  forward  with  alternate  feet. 

Arm  raising  forward,  moving  sideways  and  sinking.  Inhale, 
exhale. 

Folk  Dances  : 

The  Jolly  Miller. 

Dan  Tucker. 


Lesson  III. 

March  two  by  two  in  double  circle. 

Arm  raising  upward  from  shoulder  height. 

Heel  and  toe  polka. 

Chopping  a tree. 

Walk  forward  3 steps,  feet  together  on  “4”.  Twist  and  bend 
to  the  left  and  then  to  the  right,  moving  arms  to  left  and 
right,  and  bending  knees  in  courtesy. 

Skipping  rope. 

Folk  Dan.ces: 

1.  Reel. 

2.  Baby  Polka. 

193 


Games. 


September  to  December. 


Center  Base. 

Masters  and  Men. 

Sheep  Fold. 

Hide  the  Thimble. 

Twelve  O’Clock. 

Black  and  White. 

Obstacle  Relay  Race. 

The  Night  Before  Christmas 

Bean  Bag  Backward. 

Fish  in  the  Sea. 

January — March. 

Time  Ball. 

Roll  Ball. 

All  Up. 

Blind  Man’s  Buff. 

Steeple  Chase. 

Letter  Man. 

Bean  Bag  Target. 

Peter  Piper. 

April — June. 

Chariot  Race. 

Passing  Object  Race. 

Prisoner’s  Base. 

Fourth  of  July. 

Sculptor. 

Bunnie’s  Egg. 

Steps. 

Knots  in  May. 

Bull  in  Ring. 

Gymnastics  in  Grades  V,  V 

T,  VII,  and  VIII,  are  from  Ene- 

buske’s  “Progressive  Gymnastic 

Days’  Orders”.  Rhythmic  Lessons 

in  Grades  V,  VI,  VII  and  VIII 

are  given  under  the  direction  of  a 

special  teacher. 

Grade  V B. 

Gymnastics. 

October. 

February. 

Lesson  I.  . 

Page  8. 

Lesson  II. 

Page  9. 

November. 

March. 

Lesson  III 

Page  10. 

Lesson  IV, 

194 


December. 

Lesson  V 

.Page  12. 

April. 

Lesson  VI 

.Page  13. 

January. 

Lesson  VII.  ..  . 

. . Page  14. 

May. 

Lesson  VIIT.  . . 

Grade  V 

A. 

. 

Gymnastics. 

October. 

Lesson  I 

. Page  16. 

February. 

Lesson  II 

.Page  17. 

November. 

Lesson  III 

.Page  18. 

March. 

Lesson  IV 

.Page  19. 

December. 

Lesson  V 

. Page  20. 

April. 

Lesson  VI 

.Page  21. 

January. 

Lesson  VII.  . . . 

. . Page  22. 

May. 

Lesson  VIII.  . . 

. . Page  23. 

Note — Use  head 

instead  of  trunk 

in  all  backward -bendings. 

Grade  V A and  B. 

Games. 

September. 

December. 

Bears  and  Cattle. 

Schoolroom  Tag. 

Dare  Base. 

Ball  Tag. 

Three  Deep. 

End  to  End 

Bean  Bag. 

Contest  in  Arches. 

Simon  Says. 

January . March. 

Bears  and  Cattle  (in  Schoolroom).  Hill  Dill. 

Running  for  Places.  Tucker. 


195 


Three  Deep. 

Relay  Races. 

No. 

14  Relay. 

Dodge  Ball. 

A pril. 

June. 

Hill 

Dill. 

Drop  the  Handkerchief. 

Bean 

i Bag  Overhead. 

Jacob  and  Rachel. 

Dodge  Ball. 

Beetle  Goes  Round. 

Bull 

in  the  Ring. 

Stealing  Sticks. 

Grade  VI 

B. 

Gymnastics. 

October. 

Lesson 

I 

. Page  8. 

February. 

Lesson 

II 

.Page  10. 

November. 

Lesson 

Ill 

.Page  13. 

March. 

Lesson 

IV 

.Page  16. 

December. 

Lesson 

V 

. Page  19. 

April. 

Lesson 

VI 

.Page  22. 

January. 

Lesson 

VII.... 

.Page  25. 

May. 

Lesson 

VIII.  .. 

.Page  26. 

Grade  VI  A. 

Gymnastics. 

October. 

Lesson 

I 

.Page  27. 

February. 

Lesson 

II 

.Page  28. 

November. 

Lesson 

Ill 

.Page  29. 

March. 

Lesson 

IV 

.Page  30. 

December. 

Lesson 

V 

.Page  31. 

April. 

Lesson 

VI 

. Page  32. 

196 


January. 


May. 


Lesson  VII Page  34. 

Lesson  VIII.  . . .Page  35. 

Note — Use  head  instead  of  trunk  in  all  backward  bendings. 

Grade  VI  A and  B. 

Games. 

Outdoors. 

No.  14  Relay  Race.  Fox  and  Chickens. 

Potato  Race.  Three  Deep. 


Last  Couple  Out. 

Volley  Ball. 

Leap  Frog  Race  (for  Boys). 

Indoors. 

Schoolroom  Tag. 

Beast,  Bird  or 

Fish. 

Flurley  Burley  Bean  Bag. 

Animal  Game. 

Relay  Bean  Bag  Race. 

Volley  Ball. 

Three  Deep. 

Grade  VII 

B. 

Gymnastics. 

October. 

February. 

Lesson  I 

. Page  34. 

Lesson  II 

.Page  35. 

November. 

March. 

Lesson  III 

.Page  36. 

Lesson  IV 

.Page  37. 

December. 

April. 

Lesson  V 

.Page  38. 

Lesson  VI 

.Page  39. 

January. 

May. 

Lesson  VII 

Page  40. 

Lesson  VIII.  . . . 

Page  41. 

197 


Grade  VII  A. 
Gymnastics. 


October. 

Lesson  I 

. . . Page  42. 
...Page  43. 

February. 

Lesson  II ... . 

November. 

Lesson  III.  . . . 

. . . Page  44. 

March. 

Lesson  IV.  . . . 

. . Page  45. 

December. 

Lesson  V 

. . Page  46. 

* April. 

Lesson  VI.  . . . 

. . Page  47. 

January. 

Lesson  VII.  . . 

. . Page  48. 

May. 

Lesson  VIII . . 

. . Page  49. 

Note — Use  head  instead  of  trunk  in  all  backward  bending. 


Grade  VII  A and  B. 
Games. 


Outdoors. 

No.  14  Relay  Race. 
Medicine  Ball. 

Zig  Zag  Ball. 

Dumbbell  or  Club  Race. 
Touch  Ball. 

Catch  Ball. 

Driving  a Pig  to  Market. 
Double  Relay  Race. 


Indoors. 
Medicine  Ball. 

No.  14  Relay  Race. 
Zig  Zag  Ball. 

Ball  Race. 
Observation. 

Simon  Says. 
Geography  Game. 
Bean  Bag  Quoits. 
Three  Deep. 


Grade  VIII  A and  B. 

Gymnastics. 

October.  February. 


Lesson  I. 
Lesson  II 


198 


Page  60. 
Page  61. 


November . 

March. 

Lesson  III Page  62. 

Lesson  IV Page  63. 

December. 

April. 

Lesson  V Page  64. 

Lesson  VI Page  65. 

January. 

May. 

Lesson  VII Page  66. 

Lesson  VIII.  . . .Page  67. 

Outdoors. 

Games. 

Indoors. 

Arch  Ball. 

Arch  Ball. 

Ladysmith. 
Serpentine  Race. 
Chase  Ball. 

Relay  Races. 
Chase  Ball. 
Volley  Ball. 

Volley  Ball.  Captain  Ball 

Basket  Ball  (under  modified  rules). Ladysmith. 
Tennis.  Three  Deep. 


Baseball. 

Hockey. 

German  Bat  Ball. 

German  Bat  Ball. 

Dodge  Ball. 

Keep  Your  Eyes  Open. 
Corner  Ball. 

End  Ball. 

Basket  Ball. 

Dodge  Ball. 

Review  VII  Grade  Games. 
Athletics. 

Boys’  and  Girls’  Clubs  are  organized  in  the  seventh  and  eighth 
grades  for  volunteer  after  school  games  and  gymnastics. 


199 


Fire  and  Accident  Prevention 


A committee  of  principals  and  teachers  has  worked  out  the  fol- 
lowing suggestive  courses  in  Fire  and  Accident  Prevention.  These 
courses  are  printed  here  to  invite  a study  and  consideration  of  them 
by  the  teacher.  Teachers  are  expected  to  give  such  parts  of  the  course 
only  as  they  find  it  possible  to  give  in  and  through  other  subjects.  There 
is  much  in  each  of  these  courses  that  can  be  used  to  advantage  in  the 
regular  work  in  physiology  and  hygiene.  There  are  also  other  por- 
tions that  can  be  used  to  advantage  in  the  work  in  language  and  that 
will  also  re-enforce  the  work  in  civics.  The  exact  place  which  these 
will  ultimately  take  in  our  Course  of  Study  is  not  established.  The 
courses  are  presented  rather  as  a study. 

ACCIDENT  PREVENTION. 

First  Grade. 

Common  Accidents  at  Home. 

Do  not  leave  pails  or  other  obstacles  on  stairways.  Stairways 
should  always  be  well  lighted.  3,101  out  of  100,000  accidents  occur 
on  stairs  and  steps. 

Do  not  allow  round  or  sharp  things  to  remain  on  floors. 

Do  not  scuffle  or  play  in  dangerous  places. 

Do  not  play  with  matches,  fire,  toy  pistols,  etc.  Caution  about 
handling  hot  water.  2,969  out  of  100,000  accidents  occur  by  burns 
or  scalds. 

Caution  about  sitting  in  or  leaning  out  of  high  windows. 

Splinters  in  hands  or  feet. 

Caution  in  the  use  of  illuminating  gas. 

Properly  shut  off  when  not  in  use. 

Leaks  should  be  repaired  at  once. 


200 


Do  not  take  a light  or  strike  a match  in  a room  where  the  gas 
has  been  leaking. 

Caution  about  putting  those  things  in  the  mouth  with  which  they 
are  not  familiar,  such  as  medicines,  samples  of  things  that  have  been 
left  at  doors,  plants,  etc. 

Caution  about  running  with  sharp  or  pointed  things  in  hands  or 
mouth. 


Second  Grade. 

Common  School  Accidents. 

Responsibility  for  the  care  of  younger  children. 

Danger  of  pushing,  shoving  or  tripping  others. 

.Danger  of  riding  a bicycle  or  roller  skating  in  the  school  year. 

Danger  from  throwing  snow  balls,  stones  or  other  things. 

Necessity  for  order  in  fire  drill. 

Care  for  ourselves  and  for  others  in  games  and  at  periods  of 
relaxation. 

Third  Grade. 

Street  Accidents. 

The  traffic  officer. 

Care  for  small  children  and  old  people  on  the  street. 

Caution  in  crossing  a street.  Cross  streets  only  at  regular 
crossings. 

Caution  about  catching  on  to  vehicles. 

Do  not  play  in  the  street. 

Do  not  play  ball  or  throw  snow  balls  in  the  street.  Why  is  there 
a city  ordinance  against  doing  these? 

Never  touch  a wire  that  has  fallen  to  the  street.  In  case  you  find 
one  down  stand  guard  over  it  till  someone  comes  and  have  him  notify 
the  wire  department  of  the  Rochester  Railway  and  Light  Company,  at 
once.  If  you  see  a person  in  contact  with  a live  wire  be  sure  not  to 
touch  any  part  of  his  body.  You  can  pull  him  away  by  his  clothing  or 
push  the  wire  from  him  with  a piece  of  wood  or  board  with  safety. 
In  such  case  act  quickly. 


201 


Street  Accidents  in  New  York,  1912: 


Killed  by  Auto  201 

Killed  by  Trolley  121 

Killed  by  Wagons  164 

486  486 

Injured  by  Auto  1260 

Injured  by  Trolley 667 

Injured  by  Wagons  . . . . 297 


2224  2224 

Total  2710 

References : 


“Street  Accidents  in  New  York.'' — Lit.  Dig.,  46:32. 

Fourth  Grade. 

Street  Car  Accidents. 

Consideration  for  the  safety  of  others. 

Do  not  board  a car  that  is  in  motion. 

Do  not  alight  from  a car  in  motion. 

When  alighting  from  a car  always  face  in  the  direction  in  which 
the  car  is  going. 

Do  not  cross  opposite  bound  tracks  from  behind  a car. 

Do  not  run  in  front  of  a moving  car. 

Do  not  step  from  a car  in  front  of  a moving  vehicle. 

Caution  not  to  get  caught  between  two  cars. 

Do  not  stand  on  the  running  board  or  steps  of  cars. 

References : 

Chamber  of  Commerce  “Accident  Prevention.” 

“Needless  Slaughter  in  Street  Cars.” — Everybody’s,  16:344. 

Fifth  Grade. 

Travel  Accidents. 

Out  of  100,000  accidents  for  which  the  leading  accident  insurance 
companies  have  been  concerned,  29,726  were  travel  accidents,  for  which 
these  companies  paid  $2,432,245. 


202 


Railroad  wrecks,  their  cause  and  what  is  being  done  to  prevent 

them. 

“Safety  First"  campaigns  of  street  car  companies. 

Speed  regulations  for  automobiles  and  motorcycles. 

Protection  and  care  at  grade  crossings. 

Traffic  regulations: 

Keep  on  the  right  side  of  street. 

Care  when  turning  and  at  sharp  corners. 

Lights  on  vehicles  at  night. 

Dangers  from  standing  on  the  platform  of  a car  or  of  letting  any 
part  of  the  body  project  from  a moving  car. 

References : 

“Railway  Accidents.” — Outlook , 103  :46-95  :507. 

“Twelve  Months  of  Train  Wrecks.” — Lit.  Dig.,  46:452. 

“American  R.  R.  Accidents — A Safety  First  Campaign.” — 
Review  of  Reviews,  47  :327. 

Sixth  Grade. 

Industrial  Accidents. 

The  right  of  the  worker  to  be  protected  from  accident. 

Dangerous  types  of  employment. 

Purpose  of  factory  inspection  by  State  and  City. 

Safeguards  on  machinery  and  dangerous  places. 

Foolishness  of  taking  unnecessary  risks. 

Consideration  for  other  workers. 

References : 

“Our  Industrial  Juggernaut." — World’s  Work,  11:7257.  Every- 
body’s, 16:146. 

“What  a Boy  Can  Risk." — Survey,  23:9-11. 

“Factory  Girls’  Dangers.” — Outlook,  97 :81 7. 

“Industrial  Accidents." — Survey , 26:1. 

“Just  Wops.” — Everybody’ s,  25:578. 

“Work  Hazards  that  go  into  a Loaf  of  Bread.” — Survey,  26:804. 


203 


Seventh  Grade. 

Safe  Living  Conditions. 

Duties  of  the  Fire  Marshal. 

The  Building  Codes  of  Rochester.  (A  copy  can  be  obtained  at 
the  office  of  the  Fire  Marshal.) 

Discuss  the  essential  elements  of  safety  in : 

a.  A single  dwelling. 

b.  A two  family  apartment. 

c.  A tenement  house. 

Eighth  Grade. 

Economic  Loss  Through  Accidents. 

Discuss  with  the  class  the  great  economic  loss  involved  when  soci- 
ety loses  the  life  production  of  some  boy  or  girl  who  has  been  killed 
by  accident. 

What  it  means  to  the  family  when  the  father,  the  wage  earner,  is 
killed  or  incapacitated  by  accident. 

The  economic  value  of  an  arm  or  an  eye. 

Discuss  in  a general  way: 

Employers’  Liability  Laws. 

Workingmen’s  Compensation  Acts. 

Accident  Insurance. 

Kindergarten. 

I.  Slogan — “Do  not  play  with  matches !” 

“Do  not  go  near  the  fire !” 

II.  No.  of  recitations  : 

Two  or  three  talks. 

III.  Our  own  fire  drill: 

Careful  explanation  to  children  as  to  just  what  fire  drill 
means — necessity  for  absolute  attention,  obedience,  prompt- 
ness and  following  the  child  just  ahead. 

During  fire  drill  walk  with  your  hands  at  your  sides. 


204 


IV.  The  Fireman : 

Here,  as  with  our  other  helpers,  the  emphasis  is  placed  upon 
the  characteristics  of  the  fireman — his  courage,  promptness, 
obedience,  helpfulness,  etc.  This  is  brought  out  through  expe- 
riences and  stories. 

V.  Collect  pictures  of  fire  horses,  etc. : 

Note  1.  If  a fire  house  is  close  enough  to  school  it  may  be 
used  as  the  objective  point  of  a morning  walk. 

2.  A burnt  finger  or  the  passing  of  a fire  wagon  will 
offer  sufficient  reason  for  a talk. 

VI.  School  Library: 

“Fire  Fighters  and  their  Pets.” — Sixth  Grade  Library. 
First  Grade. 

* 

I.  Slogan — “Let  us  avoid  fires  by  being  clean  and  careful,”  or 
“Do  not  strike  matches,  they  will  surely  burn  you !” 

II.  Number  of  recitations  (To  be  determined  later)  : 

III.  Causes  and  Prevention.  (Emphasize  PREVENTION  and 
What  can  I do  to  help  ?)  : 

Note.  Take  only  what  your  class  is  ready  for. 

a.  Lack  of  cleanliness, 

1.  Our  yards  at  home — What  can  I do  to  clean  up? 

b.  Fires  start  from 

1.  Matches,  candles,  lamps. 

c.  Fires  spread  by 

1.  Carelessness. 

2.  Leaving  bonfires  unwatched. 

d.  Children  get  burned  by 

1.  Playing  (running)  near  stoves  and  fireplaces. 

2.  Playing  near  bonfires. 

3.  Carelessness  about  lamps,  Christmas  trees,  etc. 


205 


4.  Striking  matches. 

5.  Fireworks  on  Fourth  of  July. 

IV.  Our  own  fire  drill : 

a.  Why  we  have  it. 

b.  Necessity  for  promptness  and  order. 

c.  Recognition  and  knowledge  of  gongs. 

V.  The  fireman  (or  the  fire-dog)  : 
a.  Visit  firehouse. 

Emphasis  placed  here  as  in  kindergarten  on  characteristics. 

VI.  Collect  pictures. 

VII.  References: 

Reynolds  Library: 

“Concerning  Jess — A True  Dog  Story.” — Harp . Weekly , Jan. 
14,  Tl. 

“Fire  Crackers.” — St.  Nicholas,  July,  TO. 

“How  to  Interest  Children  in  Fire  Protection.” — Am.  City, 
Jan,  T3. 

School  Library: 

“Fire  Fighters  and  their  Pets.” — Sixth  Grade  Library. 

“Fire  Brands.” — Fourth  Grade  Library. 

Second  Grade. 

I.  Slogan — “In  case  of  fire,  smother  it.” 

II.  No.  of  recitations  (To  be  determined  later)  : 

III.  Causes  and  Prevention  (Emphasize  PREVENTION  and 
What  can  I do  to  help?)  : 

Note — Take  only  what  your  class  is  ready  for. 
a.  Lack  of  cleanliness. 

1.  Our  yards  at  home — The  cellar  and  attic — What  can  1 
do  to  clean  up  ? 


206 


b.  Fires  start  from 

1.  Matches,  candles,  lamps,  gas  jets. 

a.  Necessity  for  proper  receptacle  for  used  and  unused 
matches. 

b.  Rats  and  mice  eat  match  heads  and  start  fires  when 
matches  are  about  loose. 

c.  Note  the  best  kind  of  matches  to  prevent  fire.  Show 
children  a box  of  safety  matches. 

c.  Fires  spread  by 

1.  Carelessness. 

Never  leave  a bonfire  until  it  is  out. 

2.  Fright. 

If  you  see  even  a tiny  fire  pour  water  on  it  or  throw  a 
rug  on  it  and  call  an  older  person. 

IV.  Our  own  fire  drill : 

a.  Why  we  have  it. 

b.  Necessity  for  promptness  and  order. 

c.  Recognition  vand  knowledge  of  gongs. 

d.  Instances  of  effectiveness  of  school  fire  drills  in  our  own 
city. 

V.  Practical  application  to  child : 

a.  Children  get  burned  by 

1.  Playing  near  stoves  or  fireplaces. 

2.  Playing  near  bonfires. 

3.  Carelessness  about  lamps,  Christmas  trees,  etc. 

4.  Fireworks  on  Fourth  of  July. 

b.  What  to  do  in  case  you  catch  fire : 

1.  Smother  it  with  anything  near  by — a coat,  blanket  or 
rug. 

2.  Do  not  run. 


207 


VI.  Fire  horse: 


a.  Visit  fire  house. 

1.  Note  orderliness  of  house. 

2.  Care  of  and  love  for  horses  by  firemen. 

3.  Characteristics  of  horses — their  gentleness  and  power, 
etc. 

4.  Work  of  horses. 

• VII.  Collect  Pictures.  , 

VIII.  References: 

Reynolds  Library: 

“How  to  Interest  Children  in  Fire  Protection.” — Am.  City, 
Nov.,  ’ll. 

School  Library: 

Publications  of  Rochester  Chamber  of  Commerce. 

“Fire  Fighters  and  Their  Pets.” — Sixth  Grade  Library. 

“Fire  Brands.” — Fourth  Grade  Library. 

Third  Grade. 

I.  Slogan — “Good  housekeeping  means  few  fires.” 

II.  Number  of  recitations  (To  be  determined  later)  : 

III.  Causes  and  Prevention  (Emphasize  PREVENTION  and 
What  can  I do  to  help?)  : 

Note — Take  only  what  your  class  is  ready  for. 

a.  Lack  of  cleanliness — Children  may  copy  statements  1,  2, 
3 and  4 for  a language  exercise,  or  may  make  a declaration 
in  writing,  “I  will  not  carry  a lighted  candle  into  a closet,” 
etc. 

1.  Rubbish  heaps  are  fire  breeders. 

2.  Attics  and  cellars  should  be  kept  clean  and  free  from 
materials  that  will  burn. 


208 


3.  Hot  ashes  carelessly  thrown  against  wooden  steps  or 
fences,  or  placed  in  wooden  barrels  will  start  a fire. 

4.  Lamps  should  be  kept  very  clean. 

b.  Fires  start  from 

1.  Matches — See  that  the  match  is  out  before  you  throw 
it  down.  Keep  matches  in  a tin  box. 

2.  Lamps — Do  not  run  or  play  about  a table  with  a lamp 
upon  it.  Never  fill  lamps  at  night. 

3.  Candles — Do  not  hold  a candle  near  you  if  you  must 
carry  it.  Many  children  dressed  in  outing  flannel  have 
been  dreadfully  burned  from  a lighted  candle  or  match. 

Do  not  carry  a candle  into  a closet. 

4.  Do  not  light  a gas  jet  near  an  open  window;  it  may  set 
the  curtains  afire. 

5.  Stoves — Stoves  should  not  become  overheated. 

Clothing  should  not  be  hung  near  a hot  stove. 

c.  Fires  spread  by 

1.  Holiday  causes 

a.  Fourth  of  July. 

b.  Christmas  trees. 

2.  Carelessness 

a.  Do  not  leave  a fire  until  it  is  out. 

3.  Fright — If  you  see  even  a tiny  fire  pour  water  on  it  or 
smother  it.  Call  an  older  person.  Do  not  leave  it. 

IV.  Our  own  fire  drill : 

a.  Why  we  should  have  it. 

b.  Necessity  for  promptness  and  order. 

c.  Recognition  and  knowledge  of  gongs. 

d.  Why  all  outside  doors  should  open  out. 

V.  Practical  application  to  children: 
a.  How  children  get  burned. 


209 


b.  What  would  you  do  in  case  you  caught  fire? 

c.  How  to  treat  burns  and  scalds  (Physiology). 

VI.  Fire  heroes : 

What  are  the  characteristics  of  a hero? 

Why  is  every  fireman  a hero? 

VII.  Collect  pictures. 

VIII.  References: 

School  Library : 

“Fire  Brands.” — Grade  V. 

“Fire  Fighters  and  their  Pets.” — Chapters  IV  and  V — Sixth 
Grade  Library. 

Rochester  Chamber  of  Commerce  Publications. 

Reynolds  Library : 

“Greater  Love  Hath  No  Man.” — Harper’s  Weekly,  June  25, 
1910. 

“Fire  Crackers.” — St.  Nicholas,  July,  1910. 

“Mike  Hester’s  Miracle.” — Harper’s  Weekly,  Nov.  23,  1912. 

Fourth  Grade. 

I.  Slogan — “Property  destroyed  by  fire  is  gone  forever  and  never 
can  be  replaced.” 

II.  No.  of  recitations  (To  be  determined  later)  : 

III.  Our  own  fire  drill: 

Each  grade  should  be  taken  about  the  building  noting  all  fire 
gongs.  The  fire  code  for  your  school  should  be  studied  and 
at  least  one  child  in  a grade  should  set  off  the  gong.  It  will 
add  greatly  if  at  this  time  the  whole  school  may  respond  to 
the  gong. 

IV.  Practical  applications  to  children: 

a.  What  to  do  in  case  you  catch  fire. 


210 


b.  What  to  do  in  case  you  discover  a fire. 

c.  How  to  treat  burns  and  scalds  (Physiology). 

V.  Preparation  by  city  for  calling  fire  department : 

a.  Visit  firebox  nearest  school  and  learn  how  it  operates. 

b.  Report  to  teacher  the  location  of  firebox  nearest  each 
child’s  home. 

c.  Phone  number  for  station  nearest  school — nearest  home. 
Note — Penalty  for  false  alarm. 

VI.  Collect  pictures  and  news  items : 

Note — These  news  items  will  amply  supply  lines  of  thought 
for  class  talks. 

VII.  “Fire  Brands”  (Reading). 

VIII.  References : 

Because  “Fire  Brands”  meets  the  need  so  perfectly,  other  ref- 
erences are  unnecessary  except  as  the  pupils  may  bring  in 
news  items,  etc. 

Fifth  Grade. 

I.  Slogan — “An  ounce  of  prevention  is  better  than  a pound  of 
cure,”  or  “National  waste  impoverishes  the  nation  as 
family  waste  impoverishes  the  household.” 

II.  No.  of  recitations  (To  be  determined  later)  : 

III.  Fire  waste: 

a.  Its  extent: 

1.  Rochester’s  latest  report  for  year. 

How  much  per  month?  per  week?  per  capita? 

2.  U.  S.  Report. 

b.  Its  Economic  Significance: 

1.  Does  fire  insurance  replace  property? 


211 


2.  Fire  insurance  makes  it  necessary  for  the  merchant  to 
charge  more  for  goods.  Who  pays  the  fire  insurance? 

3.  Labor  expended  in  replacing  burned  property  might 
have  been  spent  upon  increasing  amount  of  property. 

4.  What  does  it  mean  to  a nation  to  have  large  tracts  of 
lumber  burned? 

5.  The  government  requires  the  use  of  oil  in  forest  engines. 
Why? 

6.  What  is  the  best  way  to  build  a fire  that  will  not  spread? 

Note — The  best  place  to  study  this  is  in  connection  with 
the  study  of  lumbering  in  Geography. 

When  studying  about  mines  note  explosions  from  “fire- 
damp." 

c.  Cause  and  Prevention : 

Note — If  possible  find  causes  in  Rochester  and  per  cent, 
of  fires  that  come  from  same  causes.  Also  note  news 
items. 

Note — Take  only  what  your  class  is  ready  for. 

1.  Lack  of  Cleanliness. 

2.  Smoking. 

a.  Homes. 

b.  Factories  (oily  floors). 

c.  Garages  (gasoline). 

3.  Fires  start  from 

a.  Matches. 

b.  Lights — note  necessity  for  protecting  lights. 

c.  Heating — 

1.  Defective  chimneys  and  flues. 

2.  Neglected  furnaces. 

3.  Over-heated  stoves — note  how  stoves  should  be 
put  up — zinc  on  floor  and  wall,  etc. 

4.  When  starting  fires  in  stoves — NEVER  use 
kerosene. 


212 


d.  Explosives — 

1.  Gasoline — note  proper  care  of. 

2.  Oils. 

Note — Shipment  and  storage  of  explosives. 

IV.  Practical  application  to  pupil : 

a.  How  to  treat  burns  and  scalds  (Physiology). 

b.  What  would  you  do  if  you  caught  fire? 

c.  What  would  you  do  if  your  house  caught  fire? 

V.  Our  own  fire  drill  (review)  : 

a.  Talk  on  necessity  for,  etc. 

b.  At  least  one  child  strikes  gong  during  study. 

c.  Location  of  firebox  on  street  nearest  school. 

d.  Location  of  firebox  nearest  pupil’s  home. 

e.  Station  number  of  phone. 

f.  Penalty  for  false  alarm. 

VI.  Class  exercise : 

Each  child  write  one  rule  which  if  carried  out  would  help 
prevent  fire  waste,  e.  g.  A clean  city  has  few  fires — or 

Class  may  co-operatively  frame  up  a pledge  in  answer  to  the 
question,  “Will  you  be  a Fire  Warden  and  a Life  Saver?” 

e.  g.  I will  put  out,  or  leave  in  perfect  safety,  any  bonfire  that 
I may  build — or 

Class  may  co-operate  in  framing  up  rules  for  the  prevention 
of  fire  at  home,  e.  g.  Do  not  put  hot  ashes  in  a wooden  barrel. 

Note — Very  interesting  and  valuable  data  may  be  framed  up 
by  these  grades.  The  Committee  on  Fire  Prevention 
will  be  glad  to  see  this  work  and  edit  it. 

VII.  Collect  pictures,  news  items  and  magazine  articles. 

VIII.  References: 

Reynolds  Library : 


213 


1.  “Fight  Against  Forest  Fires.” — Nat.  Geog.  Mag.,  July, 
1912. 

2.  “Forest  Fires.” — Scientific  American,  Jan.  13,  1912. 

3.  “Enormous  Waste  in  U.  S.” — Scientific  American,  Jan.  15, 
1912. 

4.  “Appalling  Fire  Hazards  in  America.” — Current  Litera- 
ture, Jan.,  1912. 

5.  “The  Land  We  Live  In.” — Price. 

6.  “Practical  Forestry.” — Gifford. 

7.  “Camp  Fire  and  How  to  Make  It.” — Country  Life,  June 
9,  1912. 

8.  “Firedamp.” — Review  of  Reviews,  Vol.  43,  p.  372. 

9.  “What  Forest  Fire  Means." — World’s  Work,  Vol.  17. 

10.  “Fire  Making  in  the  Old  Days.” — St.  Nicholas,  Dec.,  1912. 

11.  “Fires  a Woman  Can  Put  Out.” — Ladies’  Home  Journal, 
Oct,  T2. 

12.  “How  to  Act  in  Case  of  Fire.” — Scientific  American,  May 
28,  1910. 

13.  “How  to  Interest  Children  in  Fire  Protection.” — Am.  City, 
Jan.,  1913. 

School  Library: 

1.  “The  Significance  of  Our  Fire  Waste.” 

2.  “Fire  Prevention.” 

3.  “Individual  Fire  Fighting.” 

4.  U.  S.  Bulletin  418. 

5.  “Fire  Brands.” — Fourth  Grade  Library. 

Sixth  Grade. 

I.  Slogan — “Prevent  big  fires  by  extinguishing  small  ones.” 

II.  No.  of  recitations  (To  be  determined  later)  : 

III.  Practical  application  to  pupil : 

a.  Burns  and  scalds — their  treatment  and  care  (Physiology). 

b.  What  would  you  do  in  case  you  or  your  house  caught  fire? 


214 


IV.  Our  own  fire  drill : 

a.  Necessity  for — note  cases  in  city. 

b.  At  least  one  pupil  strike  gong  in  study. 

c.  Location  of  'firebox  on  street  nearest  school. 

d.  Location  of  firebox  nearest  pupil’s  home. 

e.  Station  number  on  phone. 

f.  Penalty  for  false  alarm — cost  to  city. 

V.  Rochester’s  Fire  Department: 

a.  Visit  Fire  House. 

1.  Equipment. 

2.  Organization. 

3.  Cost  to  city. 

b.  Just  what  happens  when  the  fire  alarm  is  rung? 

c.  Rochester’s  Fire  School. 

1.  What  training  required — type  of  men,  etc. 

2.  Note  schools  of  other  cities. 

VI.  The  Development  of  the  Fire  Department: 

a.  “Bucket  Brigade.” 

b.  Volunteer  Department. 

c.  1913  Department. 

VII.  Collect  pictures,  magazine  articles,  news  items. 

VIII.  References: 

Reynolds  Library: 

1.  “Mike  Hester’s  Miracle.” — Harpers  Weekly,  Nov.  23, 

1912. 

2.  “Fire  Service  of  Rochester.” — Mathews. 

3.  “The  Fire  Department — An  Afternoon  with  Chief 

Croker." — Outlook,  Jan.  27,  1908. 

4.  “Training  and  Life  of  New  York  Fireman." — Am.  Maga- 
zine, May,  1906. 


215 


5.  ‘‘How  Jim  Cosgrove  Finished.” — Harper’s  Weekly,  Feb. 

27,  1909,  Vol.  53. 

6.  “Notable  Fires — Story  of  Volunteer  Fire  Department  of 
New  York.” — Geo.  W . Sheldon. 

7.  “Fire  Prevention.” — Croker. 

8.  “How  to  Act  in  Case  of  Fire.” — Scientific  American,  May 

28,  1910. 

9.  “Smoke  Perils  at  Fires.” — Scientific  American,  May  25, 
1907. 

10.  “Syllabus  for  Public  Instruction  in  Fire  Prevention.” — 
Am.  City,  March,  1912. 

11.  “Practical  Suggestions  for  Reducing  Fire  Losses.” — Am. 
City,  Nov.,  ’ll. 

12.  “Fire  Precautions  for  the  General  Public.” — Am.  Homes, 
Sup.  13,  Mar.,  ’10. 

13.  “Modern  Methods.” — Scientific  American,  Oct.  21,  1911. 

14.  *“N.  Y.’s  Fire  College.” — Scientific  American,  Oct  21,  1911. 
School  Library: 

1.  Rochester  Herald  Pictorial  Supplement,  June  2,  1912. 

2.  “Individual  Fire  Fighting.” — Rochester  Chamber  of  Com- 
merce. 

3.  “Fire  Prevention.” — Rochester  Chamber  of  Commerce. 

4.  “Fire  Fighters  and  their  Pets.” — Sixth  Grade  Library. 

Seventh  Grade. 

I.  Slogan — “Fire  prevention  is  better  than  fire  insurance,”  or 
“Fire  insurance  does  not  replace  lost  property,”  or 
“50%  of  fire  loss  is  preventable. 

Will  you  help  to  prevent  that  50%  ?” 

II.  No.  of  recitations  (To  be  determined  later)  : 

III.  Practical  application  to  pupils : 

a.  Burns  and  scalds — their  treatment  and  cure  (Physiology). 

b.  What  would  you  do  in  case  you  or  your  house  caught  fire  ? 


216 


IV.  Our  own  fire  drill  (review)  : 

V.  The  Chemistry  of  Fire  (Nature  Study)  : 

a.  What  is  fire? 

b.  Some  causes  of  combustion : 

1.  Gasoline  (storage — use  in  cleaning,  etc.). 

2.  Electricity  (note  wiring). 

3.  Powder  in  fireworks  (what  happens). 

VI.  Devices  for  Protection  (Nature  Study)  : 

a.  Chemical  extinguishers  (how  made). 

b.  Automatic  sprinklers  (how  made). 

c.  Automatic  alarms  (how  made). 

VII.  What  should  every  large  building  have  in  order  to  guard  against 
fire?  (Visit  one.) 

a.  For  Safety  of  Building: 

1.  Automatic  sprinklers. 

2.  Hand  appliances — sprinklers,  stand  pipes,  hose. 

3.  Automatic  alarms. 

4.  Fire  stops. 

5.  Self-closing  fireproof  doors. 

6.  Watchmen. 

b.  For  Safety  of  People  in  Building : 

1.  Exterior  fire  escapes. 

2.  Towers. 

3.  Enclosed  stairways. 

4.  Self-closing  doors  opening  out. 

VIII.  Fire  Insurance  (Arithmetic)  : 

Compare  our  rates  with  foreign. 

Fire  costs  300  cents  per  capita  in  America  and  33  cents  in 
Germany — Why?  (See  “City  Life  and  Municipal  Facts/’) 

Compare  losses  in  American  cities  with  Germany,  etc. 


217 


IX.  Historic  Fires  (American  History). 

X.  Collect  news  items  and  magazine  articles. 

XI.  References: 

Reynolds  Library : 

1.  “Are  You  Really  Insured  Against  Fire?” — World's  Work, 
Vol.  17. 

2.  “Notable  Fires.”— Geo.  W.  Sheldon. 

3.  “The  Department  Store  and  Its  Fire  Risks.” — Survey, 
April  15,  T2. 

4.  “Elements  of  Factory  Fire  Protection.” — Engineering 
Mag.,  June,  1912. 

5.  “Practical  Fire  Prevention.” — Engineering  Mag.,  June, 
1912. 

6.  “How  to  Act  in  Case  of  Fire.” — Scientific  American,  May 
28,  1910. 

7.  “Fire  Prevention.” — Croker. 

8.  “Public  Safety  Department  of  Rochester,  Tl.” 

9.  “Will  Your  House  Burn  ?”—  World's  Work,  Vol.  17. 

10.  “Factories  and  Their  Fire  Protection.” — Archit.  Record} 
Vol.  27. 

11.  “Syllabus  for  Public  Instruction  in  Fire  Prevention.” — 
Am.  City,  March,  1912. 

12.  “Practical  Suggestions  in  Reducing  Fire  Losses.” — Am. 
City,  Nov.,  Tl. 

13.  “Fire  Losses  of  1912.” — Am.  City,  Feb.,  T3. 

14.  Control  of  Fire  Through  Scientific  Methods.” — Scientific 
American,  July  15,  1911. 

15.  “Historic  Fires.” — Scientific  American,  July  9,  1904. 
School  Library: 

1.  “Automatic  Sprinkler  Protection.” 

2.  “Individual  Fire  Fighting.” — Rochester  Chamber  of  Com- 
merce. 


218 


3.  “Fire  Prevention. ” — Rochester  Chamber  of  Commerce. 

4.  “Dangers  and  Chemistry  of  Fire.” — C.  Maris. 

5.  “Factories  and  Their  Fire  Protection.” 

6.  “The  Significance  of  Our  Fire  Waste.” 

7.  “Fire  Brands.” — Fourth  Grade  Library. 

8.  Encyclopedia. 

Eighth  Grade. 

I.  Slogan — “Right  civic  conscience  demands  right  building.” 

II.  No.  of  recitations  (To  be  determined  later)  : 

III.  Practical  application  to  pupils : 

a.  Burns  and  scalds — their  treatment  and  cure  (Physiology). 

b.  What  would  you  do  in  case  you  caught  fire?  If  your  house 
caught  fire? 

IV.  How  the  city  guards  against  fires : 

a.  Fire  Companies  (review). 

b.  Water  Supply,  Source  of — how  conducted,  etc. 

c.  Building  laws — 

1.  Visit  a building  in  your  neighborhood,  if  possible,  that 
meets  Rochester’s  laws. 

2.  Draw  a plan  of  it.  What  does  “fireproof”  mean? 

3.  Are  the  laws  adequate  as  proven  by  Rochester’s  fire 
history  ? 

4.  How  could  they  be  improved? 

5.  Walk  through  your  neighborhood  and  see  how  fire  laws 
are  met. 

V.  Collect  news  items  and  magazine  articles. 

VI.  References : 

Reynolds  Library : 

1.  “The  Department  Store  and  Its  Fire  Risks.” — Survey , 
April  13,  1912. 


219 


2.  “Elements  of  Factory  Fire  Protection.” — Engineering 
Mag.,  Aug.,  ’12. 

3.  “Fighting  the  Fire  Peril.” 

4.  “Fire  Prevention  as  a Municipal  Protection.” — Surveyor, 
April  8,  1911. 

5.  “Effects  of  Fire  on  Building  Material.” — Scientific  Ameri- 
can Supplement  17,  1910. 

6.  “Structural  Aspects  of.  Fireproof  Dwellings.” — Architec- 
tural Record,  Volume  25. 

7.  “Factories  and  Their  Fire  Protection.” — Architectural 
Record,  Volume  27. 

8.  “Fire  Prevention.” — Croker. 

9.  “Our  Wasteful  Nation.” — Cronan. 

10.  “Scientific  American  Reference  Book.” 

11.  “Public  Safety  Department  of  Rochester,  1911.” 

12.  “Fire  Prevention.” — Outlook,  Sept.  12,  1908. 

13.  “Practical  Fire  Prevention.” — Croker.  Engineering  Mag- 
azine, June,  1912. 

14.  “How  to  Act  in  Case  of  Fire.” — Scientific  American,  May 
28,  1910. 

15.  “Syllabus  for  Public  Instruction  in  Fire  Prevention.” — 
American  City,  March,  1912. 

16.  “Fire  Precautions  for  the  General  Public.” — American 
Homes,  Sept.  13,  March,  1910. 

17.  “Fire  Losses  1912.” — American  City,  Feb.,  1913. 

18.  “How  to  Interest  Children  in  Fire  Protection.” — American 
City,  Jan.,  1913. 

19.  “The  Inflammable  Tenement.” — McClure’s , Oct.,  1911. 

School  Library : 

1.  “Individual  Fire  Fighting.” — Rochester  Chamber  of  Com- 
, merce. 

2.  “Fire  Prevention.” — Rochester  Chamber  of  Commerce. 

3.  “Bulletins  and  Fire  Reports.” 


220 


4.  “Factories  and  Their  Fire  Protection.” 

5.  “Fire  Prevention  Text  Book.” 

6.  “Rochester’s  Fire  Report.” 

7.  “Careers  of  Danger  and  Daring.” — Eighth  Grade  Library. 

8.  “Town  and  City.” — Gulick. 

9.  Encyclopedia. 


221 


Vocational  Course  for  Girls 


ELEMENTARY. 

The  elementary  Vocational  work  is  planned  especially  for  girls 
of  the  seventh  and  eighth  grades,  who  are  not  going  to  high  school, 
and  who  intend,  on  leaving  the  grammar  school,  to  stay  at  home  or 
go  to  work.  Any  girl,  thirteen  years  of  age  and  over,  who  has  com- 
pleted the  work  of  the  sixth  A grade,  may  take  this  course. 

The  aims  are : 

1.  To  interest  the  girl  in  school  work  by  showing  the  practical 
advantages. 

2.  To  give  an  adequate  idea  of  home-making. 

3.  To  lay  a foundation  of  scientific  training  in  industrial  and 
home  affairs. 

4.  To  give  a knowledge  of  women’s  industries. 

5.  To  discover  individual  aptitudes. 

6.  To  train  for  efficiency. 

The  work  includes  two  year  courses  in  sewing,  cooking  and  de- 
sign, in  addition  to  the  grade  work  corresponding  to  that  of  the  seventh 
and  eighth  grades. 

All  girls  who  complete  this  elementary  course  are  prepared  to 
enter  the  advanced  course  in  Madison  Park  Vocational  School  or  to 
enter  either  the  East  or  West  High  School. 

. Sewing. 

The  sewing  course  includes  (1)  sewing,  (2)  millinery,  (3)  tex- 
tiles. 

1.  Sewing  covers: 


222 


a.  Instruction  in  all  kinds  of  stitches  used  in  hand  sewing. 

b.  Use  and  care  of  sewing  machines,  both  lock  stitch  and  chain 
stitch.  The  use  of  attachments. 

c.  The  making  of  cooking  outfit,  aprons,  underwear,  children’s 
rompers  and  dresses,  kimonos,  and  cotton  dresses. 

d.  Household  linens.  The  making  and  hemming  of  sheets,  pil- 
low cases,  towels,  napkins,  and  table  cloths. 

e.  Speed  tests  both  in  hand  and  machine  work. 

f.  The  use  of  patterns — altering,  cutting  garments,  simple 
drafting  for  cuffs,  collars  and  yokes. 

g.  Mending  and  altering  garments. 

2.  Millinery 

a.  The  use  of  materials — buckram,  wire,  velvet,  linen  and  rib- 
bon. 

b.  Altering  and  renovating  old  hats  and  trimmings. 

c.  The  making  and  trimming  of  simple  hats. 

3.  Textiles: 

The  study  of  textiles  is  to  be  carried  on  in  connection  with 
the  materials  used  in  dressmaking  and  millinery.  A variety 
of  samples  of  the  different  classes  of  fabrics  (cotton,  wool, 
silk  and  linen)  are  to  be  brought  in  and  studied  as  to  name, 
cost,  wearing  qualities  and  uses. 

Cooking. 

I.  The  course  includes : 

1.  The  Study  of  Food. 

a.  Source  and  manufacture  of  the  food  products,  their  nature 
and  properties. 

b.  Effect  of  heat  on  the  fundamental  food  substances. 

c.  Function  of  food  in  nutrition.  The  requirements  of  the 
daily  family  dietary. 

d.  Sanitation  in  the  production,  transportation  and  marketing 
of  food. 

2.  Cooking. 


223 


a.  Preparation  of  typical  foods  of  the  starch,  sugar,  fat  and 
protein  groups. 

b.  Preparation  of  meals. 

c.  Serving. 

1.  Formal. 

2.  Informal. 

d.  Preservation  of  fruits  and  vegetables. 

3.  Sanitation  and  Hygiene. 

a.  House  Cleaning. 

1.  Sweeping  and  dusting. 

2.  Cleaning  cupboards,  ranges,  refrigerator,  sinks  and 
plumbing. 

3.  Care  of  kitchen,  bed  room,  dining  room  and  furnish- 
ings. 

b.  Laundry  Work. 

1.  Kitchen  linens. 

2.  Table  linens. 

3.  Cooking  uniforms. 

4.  Wash  dresses. 

5.  Underwear. 

c.  Personal  Habits. 

1.  Personal  appearance  in  kitchen. 

2.  Personal  cleanliness. 

d.  Care  of  food  in  the  home. 

4.  Economy. 

a.  Marketing. 

b.  Use  of  left-over  food. 

c.  Costs  and  relative  food  values. 

5.  Home  Nursing,  Emergencies  and  Care  of  Children. 

II.  The  Field  for  Practical  Work  covers: 

1.  Teachers’  lunch  rooms  where  the  girls  serve. 


224 


a.  Luncheon  dishes. 

b.  Tray  luncheons. 

c.  Simple  course  dinners. 

2.  School  children’s  lunches. 

a.  Mid-morning  lunch. 

b.  Noon  lunch. 

3.  The  cooking  classes  prepare  and  serve  these  lunches.  This  ar- 
rangement adds  purpose  and  incentive  to  the  cooking,  makes 
it  possible  to  give  practice  in  cooking  in  family  quantities,  and 
the  receipts  from  the  sale  of  luncheons  cover  the  cost  of  ma- 
terials used  for  instruction  in  the  cooking  classes. 

4.  Training  in  table  setting  and  waiting  on  table  is  given  in  serv- 
ing the  course  dinners  in  the  teachers’  dining  rooms. 

5.  Cooked  food  and  preserved  fruits  and  vegetables  are  prepared 
on  order  and  for  food  sales. 

Design. 

Design  is  closely  related  to  all  work  in  sewing  and  housekeeping. 
It  includes  the  study  of  effects  in  lines  and  color  harmony  with  ap- 
plication, sketching  from  models  and  application  to  garments,  the 
working  out  of  designs  for  embroidery  and  braiding,  original  design- 
ing of  garments  and  hats,  and  house  arrangement,  decoration  and 
furnishing.  The  following  are  suggestions  for  practical  applications : 

1.  Line  effects  in  spacing  for  tucks,  flounces,  plaits,  etc. 

2.  Illustrating  with  paper  such  problems  in  sewing  as  plackets, 
biases  and  mitre  corners. 

3.  Cross-stitch  designs  for  cushions  and  bags. 

4.  Embroidery  designs  for  towels,  aprons,  jabots,  pin  cushions, 
underwear,  waists,  hats,  and  collar  and  cuff  sets. 

5.  Designing  of  patterns  for  pockets,  collars,  yokes,  etc. 

6.  Making  of  original  design  for  child’s  dress  and  one-piece  dress. 

7.  Stencil  designs  for  curtains,  screens  and  household  decorations. 

Arithmetic. 

The  principles  covered  in  the  seventh  and  eighth  grade  Course  of 
Study  are  to  be  followed  in  this  course,  but  the  problems  will  be 


225 


based  upon  the  garments  made  in  sewing,  upon  the  household  deco- 
ration work  in  design,  and  upon  the  housekeeping  work.  In  each  de- 
partment goods  should  be  checked  up  by  the  pupils  when  received,  the 
costs  reckoned  and  inventories  made  from  time  to  time.  The  amount 
and  cost  of  materials  used  for  each  garment  should  be  estimated. 
Various  housekeeping  problems,  including  periodic  cost  for  clothing, 
fuel,  food  and  housing  for  families  of  different  numbers  are  to  be 
worked  out.  Housekeeping  accounts  should  be  carefully  kept,  accord- 
ing to  a systematic  method  of  bookkeeping.  This  diversity  of  prob- 
lem work  will  give  ample  opportunity  to  cover  all  principles  required  in 
the  grammar  grades. 

English  and  Reading. 

The  work  in  English  will  correspond  with  the  regular  course  of 
the  seventh  and  eighth  grade.  A quantity  of  practical  work  in  business 
forms,  advertisements,  application  letters  and  social  forms,  should  be 
given.  A number  of  current  magazines  are  provided  for  reading  and 
for  work  in  English,  both  oral  and  written. 

Note  Books. 

Each  pupil  will  keep  a note  book  containing  work  from  all  de- 
partments. Neatness  and  accuracy  will  be  required. 

Other  Subjects. 

The  work  in  penmanship,  geography,  history,  civics,  physiology 
and  hygiene,  will  generally  correspond  with  the  regular  course  of  the 
seventh  and  eighth  grades.  The  geography  and  history  will  be 
based  especially  upon  the  industrial  and  commercial  phases  of  the 
community.  Emphasis  will  be  placed  upon  the  history  of  women  in 
industries  and  upon  the  production,  manufacture,  consumption,  and 
transportation  of  fabrics  in  connection  with  geography. 

Time  Schedule. 

Minutes  per  week 


Reading  100 

Arithmetic  220 

Spelling  75 

Writing  75 

Language  and  Grammar 250 

Industrial  Geography,  History  and  Civics 150 

Nature  Study,  Physiology  and  Hygiene  85 


226 


Music  30 

Design  210 

Sewing  360 

Cooking  180 

Physical  Training  65 


Total  1800 


Madison  Park  Vocational  School 

General  Statement. 

Madison  Park  Vocational  School  is  located  at  Public  School  No. 
2,  King  Street.  There  are  two  departments,  the  advanced  and  the 
elementary.  The  advanced  department  offers  to  girls  who  have  grad- 
uated from  the  grammar  school  two  year  vocational  courses. 

The  school  aims  (1)  to  give  the  girl  a thorough  knowledge  of 
the  household  arts  to  prepare  for  the  fundamental  occupation  of 
woman,  (2)  to  provide  opportunity  for  training  in  some  of  the  best 
vocations  open  to  women. 

In  these  courses  design  and  vocational  hand  work  are  substituted 
for  the  foreign  languages  and  higher  mathematics  included  in  the 
regular  high  school  courses. 

ADVANCED. 

First  Year  (General.) 


Hrs.  per 

Week 

Hrs.  per 

Week 

(60  min. 

each) 

(60  min. 

each) 

English  4 

Sewing  

8 

Applied  Mathemat- 

Cooking . . . . 

4 

ics  4 

Biology  

4 

Applied  Design  ....  4 

Music  

54 

Industrial  Geogra- 

Study   

3 

phy  and  Civics.  . 3 

Physical  Training.  . y2 

Total  . . . 

35 

hrs. 

227 


At  the  end  of  the  first  year  pupils  will  choose  one  of  the  follow- 
ing second  year  courses : 


Dressmaking. 

English  

General  Science  . . 

Cooking  

Costume  Design  . . 

Dressmaking  

Millinery. 


English  

General  Science  . . 

Cooking  

Applied  Design 
Millinery  


Second  Year. 

Hrs.  per  Week  Hrs.  per  Week 

(60  min.  each)  (60  min.  each) 

4 Textiles  2 

4 Physical  Training.  . y2 

3 Music  y2 

3 Study  3 

15 


Hrs.  per  Week  Hrs.  per  Week 

(60  min.  each)  (60  min.  each) 

4 Textiles  2 

4 Physical  Training.  . y2 

3 Music  y2 

3 Study  3 

15 


Lunch  Room  Management. 

Hrs.  per  Week  Hrs.  per  Week 

(60  min.  each)  (60  min.  each) 


English  4 

General  Science  . . 4 

Sewing  3 

Applied  Design  ....  3 

Cooking  15 


Foods  2 

Physical  Training.  . ^ 

Music  y2 

Study  3 


Household  Arts. 

Hrs.  per  Week  Hrs.  per  Week 

(60  min.  each)  (60  min.  each) 


English  4 

General  Science  . . 4 

Cooking  4 

Household  Decora- 
tion   4 

Sewing  or  Millinery  8 


Textiles  or  Foods  2 

Physical  Training.  . 

Music  y2 

Household  Econom- 
ics   4 

Study  4 


228 


Vocational  Course  for  Boys 

ELEMENTARY. 


The  elementary  vocational  work  is  open  to  boys  who  have  com- 
pleted the  work  of  the  sixth  A grade  and  parallels  the  work  of  the 
seventh  and  eighth  grades.  Its  aims  are : 

To  awaken  the  boy’s  interest  in  the  industrial  work  of  the  world; 
to  acquaint  him  with  the  common  materials  used  in  the  industries,  with 
the  fundamental  processes  of  manufacture  and  with  the  elemental  prin- 
ciples of  mechanics. 

To  discover,  if  possible,  his  aptitudes  and  to  guide  him  toward  a 
life  work. 


For  the  realization  of  these  aims  the  boy  should  be  given  simple 
work  in  joinery,  pattern  making,  moulding,  casting  in  soft  metals  for 
concrete  and  the  pouring  of  concrete,  simple  electrical  work  and  some 
printing,  including  both  composition  and  press  work. 

Having  tried  out  these  various  lines  of  work  for  approximately 
one  half  of  the  time  which  the  boy  is  expected  to  remain  in  school,  he 
is  then  to  choose  that  line  of  work  for  which  he  seems  best  adapted  and 
to  specialize  in  it  for  the  balance  of  the  course. 


The  following  list  of  articles  is  suggestive  only: 


Saw  Boxes. 
Saw  Horses. 
T Squares. 
Foot  Stools. 
Scales. 


Woodworking. 
Card  Filing  Boxes. 
Kindergarten  Tables. 
Window  Screens. 
Tool  Chests. 


Costumers. 
Magazine  Racks. 
Sewing  Boxes. 
Umbrella  Racks. 


Gummed  Tape  Machines.  Sketching  Boxes. 
Forms  for  Concrete  Work. 


229 


Pattern  Making. 


Patterns  for  oz.  and  lb.  weights. 
Patterns  for  battery  zincs. 
Patterns  for  water  motor. 
Patterns  for  hot-air  engine. 


Patterns  for  Gas  Engine. 
Patterns  for  Bench  Grinder. 
Patterns  for  Steam  Engine. 
Patterns  for  Electric  Motor. 


Moulding  and  Casting. 

Castings  for  oz.  and  lb.  weights. 

Castings  for  Battery  zincs.  Pouring  of  Concrete  for  Flag  Standards 

Castings  for  Water  Motor.  Pouring  of  Concrete  for  Flower  Pots. 
Engines  (mentioned  under  Pattern  Making). 


Elementary  Metal  Work. 

Chipping,  Filing,  Drilling,  Thread  Cutting  and  Lathe  Work  on  cast- 
ings for 

oz.  and  lb.  weights.  Bench  Grinder. 

Water  Motor.  Micrometer. 

Engines  (mentioned  above). 

Sheet  Metal  Work. 

Pans  for  Scales.  Paddles  for  Water  Motor. 

Fire  Extinguishers.  Trays  for  Umbrella  Racks. 


Plating. 

Making  of  Electro-plating  Apparatus  and  Plating  of  small  articles. 


Lesson  Leaflets. 

Bill  Heads. 

Letter  Heads. 

Making  of  Batteries. 
Pocket  Flash  Light. 

Balloons. 

Kites. 


Printing. 

Cards. 

Booklets. 

Stock  Cards. 

Electricity. 

Simple  Bell,  Circuits. 

Paper. 

Aeroplanes. 


230 


Drawing. 


The  drawing  work  should  consist  of  freehand  sketches,  working 
drawings,  tracings  and  blue  prints  of  (1)  various  articles  of  the  shop 
equipment;  (2)  the  articles  constructed  in  the  shop. 

(Note — Drawings  should  precede  the  construction  of  the  article 
and  the  boy  should  work  from  his  own  drawing  or  blue  print.) 

Whenever  possible  pupils  should  make  their  sketches  and  draw- 
ings direct  from  the  model  itself.  These  models  should  be  worked 
out  by  the  teachers  in  advance  or  purchased  whenever  it  is  possible 
to  find  them  on  sale,  the  pupils  making  such  changes  as  may  be  de- 
sirable. In  the  absence  of  models  pupils  may  work  from  sketches 
prepared  by  the  instructor. 


Mathematics. 

The  principles  covered  in  the  vocational  classes  will  be  the  same 
as  those  of  the  regular  seventh  and  eighth  grade  course  of  study. 
The  problems,  however,  will  be  based  upon  the  shop  work  which  the 
pupils  are  doing.  Previous  to  the  working  out  of  any  project  each 
pupil  should  make  an  estimate  of  the  materials  needed  and  the  amount 
of  time  required.  This  estimate  should  be  preserved.  During  the 
construction  of  every  article  the  pupil  should  keep  a careful  record  of 
the  materials  used  and  of  the  time  consumed.  This  record  should  be 
compared  with  his  original  estimate.  Pupils  should  be  required  to  take 
frequent  inventories  of  the  material  in  the  shop.  They  should,  also, 
check  up  materials  as  they  are  received  at  the  school. 

(Note — In  the  mathematics  as  in  the  drawing  the  pupils  should 
go  directly  to  the  articles  or  to  the  stock  bins  for  their  data,  making 
their  own  measurements ; also  to  price  lists  and  trade  catalogs  for 
their  prices.) 


Shop  Theory. 

Each  pupil  should  keep  an  accurate  and  neat  note  book  contain- 
ing all  the  information,  directions  and  helpful  hints  given  by  the  shop 
teacher. 


English. 

The  English  work  will  follow  in  general  the  course  laid  down 
for  the  seventh  and  eighth  grades.  Practical  work  should  be  given 


231 


in  the  answering  of  advertisements,  in  the  writing  of  letters,  ordering 
material  and  in  the  submitting  of  estimates  on  prospective  work.  A 
number  of  trade  magazines  and  papers  are  provided  for  use  for  both 
oral  and  written  work.  Composition  work  should  be  based  on  the 
various  occupations  and  their  advantages. 

Penmanship. 


Some  time  should  be  given  to  penmanship  for  all  pupils  who  need 
training  in  this  subject. 

Other  Subjects. 

The  course  of  study  in  geography,  history,  civics,  physiology  and 
hygiene  will  follow  the  regular  course  for  the  seventh  and  eighth 
grades,  special  emphasis  being  placed  upon  the  industrial  and  com- 
mercial activities  of  the  locality. 


Drawing  and  Shop  Arithmetic 450  minutes  weekly 

Shop  work  in  wood  and  metal 450  minutes  weekly 


English 

Spelling 

Geography 

History 

Civics 

Physiology 

Hygiene 


900  minutes  weekly 


Rochester  Shop  School 

ADVANCED. 

General  Statement. 

The  Rochester  Shop  School  is  located  in  Exposition  Park.  It 
is  a technical  school  offering  four  year  courses  of  high  school  grade 
to  grammar  school  graduates  and  also  short  practical  two  year  courses 
for  boys  who  cannot  give  four  years  to  secondary  education. 

The  School  aims  to  prepare  boys  for  the  highest  type  of  citizen- 
ship and  also  to  teach  them  the  fundamental  principles  of  various  in- 
dustries. The  chief  difference  between  the  shop  school  courses  and 
high  school  courses  is  that  mechanical  drawing  and  shop  work  is  sub- 
stituted for  the  foreign  languages.  Tire  technical  courses  aim  to  give 
the  boys  a broad  enough  training  in  science,  mathematics  and  drawing 
to  enable  them  to  work  up  to  advanced  positions  in  the  industries. 


232 


All  courses  are  the  same  for  the  first  two  years. 

The  first  year’s  shop  work  consists  of  Cabinet  Making  and  Print- 
ing. 

The  second  year’s  shop  work  consists  of  Elementary  Machine 
Shop  Practice  and  Pattern  Making  or  Electricity. 

The  school  sessions  are  from  8:15  A.  M.  to  12  M.,  and  from  12:30 
P.  M.  to  3 :30  P.  M. 

The  study  periods  enable  first  and  second  year  students  to  pre- 
pare a large  part  of  their  lessons  in  school  under  the  teacher’s  di- 
rection. 

In  addition  to  the  Technical  (4  year)  Courses,  practical  courses 
(2  year)  are  arranged  for  those  who  must  complete  their  education 
in  a shorter  time  than  four  years. 

During  the  second  year  of  the  practical  courses  students  are  al- 
lowed to  take  the  kind  of  shop  work  which  they  choose. 


233 


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Normal  Training  School 

Courses  Offered. 

The  School  offers  three  courses. 

a.  Normal — prepares  for  teaching  in  all  grades  of  the  public 
schools  of  the  State.  Length  of  course  two  years. 

b.  Kindergarten — prepares  for  teaching  in  the  kindergartens 
of  the  public  schools  of  the  State.  Length  of  course  two  years. 

Students  who  graduate  from  either  course  in  this  school  may,  by 
remaining  a third  year,  receive  both  certificates  upon  passing  a satis- 
factory examination  in  only  such  subjects  as  they  did  not  pursue  dur- 
ing their  original  course. 

c.  Primary  Kindergarten — prepares  for  teaching  in  grades  I 
to  VI  inclusive  and  the  kindergarten.  Length  of  course  two  and  a 
half  years. 

Minimum  Requirement  for  an  Approved  High  School  Course. 

A course  of  study  in  a high  school  or  academy  to  receive  the  ap- 
proval of  the  State  Commissioner  of  Education,  as  required  by  chap- 
ter 1031  of  the  laws  of  1895,  entitled  “An  act  to  encourage  and  pro- 
mote the  professional  training  of  teachers,”  must  include  2880  recita- 
tion periods,  of  which  the  following  subjects  must  be  a part: 

English — The  course  in-  English  must  be  continuous  throughout 
the  four  years,  and  must  provide  adequate  instruction  in 

Literature 9 

Rhetoric  and  Composition r 494  hours 

Grammar  ) 

History — The  course  in  History  should  be  continuous  throughout 


the  year,  and  must  include 

Ancient  History  114  hours 

English  History  114  hours 


235 


American  History  with  the  develop- 


ment of  civic  institutions 152  hours 

Mathematics — The  course  in  Mathematics  must  include 

Algebra  (through  quadratics) 190  hours 

Plane  Geometry  190  hours 


Science — The  course  in  Science  must  embrace  Biology,  including 
Physiology  and  Physics.  The  laboratory  method  of  teaching  these 
subjects  is  prescribed. 

Biology  and  Physiology  190  hours 

Physics  190  hours 

Foreign  Languages — The  course  in  Foreign  Languages  must  in- 
clude 

Latin  380  hours 

or 

French  380  hours 

or 

German  . 380  hours 

Drawing — The  course  in  Drawing  must  be  continuous  during  the 
four  years,  and  must  provide  adequate  instruction  for  228  hours. 

Drawing  228  hours 

Vocal  Music — The  course  in  Vocal  Music  must  be  continuous 
throughout  the  four  years,  and  provide  adequate  instruction  in  sight 
singing  from  the  staff  and  the  use  of  common  technical  terms. 

Vocal  Music  152  hours 

The  term  “ hour”  as  used  in  this  course  means  a recitation  period  of  not  less 
than  45  minutes. 

The  number  of  hours  required  in  each  subject  is  based  on  a school  year  of  38 
weeks  as  minimum.  » 


236 


The  High  Schools 

I.  LITERARY  AND  PROFESSIONAL 


FIRST  YEAR 


SECOND  YEAR 


Required  : 

Required  : 

Latin  or  German 

5 

20 

1 

Latin  or  German 

5 

>20 

1 

Algebra 

5 

20 

1 

Plane  Geometry 

5 

20 

1 

English 

5 

20 

1 

English 

5 

20 

1 

Biology 

5 

20 

1 

Physical.  Training 

2 

Physical  Training 

2 

Elective  : Choose  one  point. 

Greek  or  German  or  French 

5 

20 

1 

Elective  : 

(See  Note  4) 

*Drawing,  Freehand  or 

History  (Ancient) 

Elementary  Bookkeeping  and 

5 

20 

1 

*Music,  Vocal  or  Orchestra 
*Manual  Training 

Business  Writing 
Shorthand  and  Typewriting 
Commercial  and  Physical 

10 

10 

5 

20 

20 

20 

1 

1 

1 

Geography 

*Drawing,  Freehand  or 

Mechanical 

*Music,  Vocal  or  Orchestra 

THIRD  YEAR 

*Manual  Training 

Required  : 

FOURTH  YEAR 

English 

5 

20 

1 

Required  : 

Elective  : Choose  three  points. 

English  and  Elocution 
Elective  : Choose  three  points. 

5 

20 

1 

Latin  or  Greek  or  German  or 

Latin  or  Greek  or  German  or 

French  (Note  4) 

5 

20 

1 

French  (Note  4) 

5 

20 

1 

Zoology  or  Botany 

7 

20 

1 

Zoology  or  Botany 

7 

20 

1 

Physics  (Note  2) 

7 

20 

1 

Physics 

7 

20 

1 

Chemistry 

7 

20 

1 

Chemistry 

7 

20 

1 

Advanced  Mathematics 

5 

20 

1 

Physical  Geography 

5 

20 

1 

History  (Note  6) 

5 

20 

1 

History  (Note  6) 

5 

20 

1 

Some  Commercial  Subject 

Advanced  Mathematics 

5 

20 

1 

Physical  Geography 
^Drawing,  Freehand  or 

5 

20 

1 

Some  Commercial  Subject 
^Drawing,  Freehand  or 

Mechanical 

Mechanical 

*Music,  Vocal  or  Orchestra 

*Music,  Vocal  or  Orchestra 

*Manual  Training 

*Manual  Training 

Note:  1 — Requirements  for  Admission. — Graduates  of  Grammar  Schools  in  the  City  of 
Rochester  are  admitted  without  examination  on  the  recommendation  of  the  Prin- 
cipal of  the  Grammar  School.  Other  students  must  present  a Regents’  Preliminary 
Certificate  or  pass  an  entrance  examination. 

Note  2 — Requirements  for  Graduation. — The  successful  completion  of  all  the 
required  subjects  and  enough  electives  to  make  a total  of  16  units.  A pupil  must 
have  earned  one  unitin  history  and  one  in  physics,  unless  the  pupil  is  preparing  for 
a college  course,  in  which  case  a substitution  for  physics  will  be  allowed,  if  the 
entrance  requirements  make  it  necessary. 

Note  3 — When  a foreign  language  is  chosen,  it  must  be  pursued  for  two  years  at  least, 
unless  it  is  the  third  foreign  language  taken  by  the  pupil. 

Note  4 — Pupils  will  not  be  allowed  to  begin  two  foreign  languages  in  the  same  year. 

Note  5 — The  tuition  for  non-residents  is  $37.50  per  semester  ($75  per  year),  payable  at 
the  beginning  of  each  semester. 

Note  6 — Any  history  may  be  chosen  for  good  reasons. 

* The  number  of  hours  to  be  taken  per  week  will  be  determined  by  the  instructor.  Credit 
will  be  assigned  on  the  basis  that  ten  hours  per  week  for  one  year  will  be  required 
for  one  unit. 


COURSE  1. 

Literary  and  Professional. 

I his  Course  is  adapted  to  two  different  purposes,  (a)  For  pupils 
who  are  not  to  go  on  to  higher  education,  but  who  need  the  general 
training  and  development  for  clear  thinking,  cultivated  appreciation 
and  efficient  citizenship,  (b)  It  must  be  chosen  in  order  to  prepare 
for  the  various  college  courses ; for  engineering  courses  in  the  Uni- 
versity, and  for  technical  schools.  It  must  be  taken  by  those  preparing 
for  professional  schools,  either  through  or  without  a college  course; 
such  professions,  for  example,  as  teaching,  divinity,  law,  medicine, 
dentistry,  optometry,  veterinary  medicine,  librarian,  etc. 

Specific  Requirements. 

Course  1 has  certain  subjects  required  of  all,  whatever  their  fur- 
ther purpose  may  be.  These  are : 

Four  years  of  English. 

Two  years  of  Foreign  Language. 

One  and  one-half  years  of  Science. 

Two  years  of  Mathematics. 

One  year  of  History. 

Two  years  of  Physical  Training. 

The  last  subject  mentioned  is  required,  but  credit  for  it  is  not 
counted,  for  sake  of  simplicity. 

The  required  and  elective  subjects  may  be  concisely  summed  up 
in  the  following  condensed  form : 

The  total  of  these  required  subjects  is  ten  and  a half  points.  The 
electives  must  make  five  and  a half  points,  giving  a total  of  sixteen 
points  required  for  graduation.  Any  one  of  the  courses  suggested  or 
any  combination  of  them  may  be  taken  provided  it  meets  the  definite 
requirements  just  given. 

General  courses  G and  H,  for  boys  and  girls  respectively,  are  sug- 
gested as  designed  to  meet  the  need  of  students  who  expect  to  finish 
their  formal  education  in  the  high  school. 

The  various  electives  and  the  choice  of  foreign  languages  should 
be  determined  by  the  plans  for  future  education  or  other  work  after 
the  high  school  course  is'  finished.  Hence  variations  of  Course  1 are 


238 


planned  for  various  needs.  They  are  distinguished  as  course  A,  course 
B and  so  on. 

It  must  be  constantly  kept  in  mind  that  the  order  and  choice  of 
subjects  in  these  suggested  courses  are  in  no  sense  mandatory.  Some 
variation  is  possible  in  almost  every  case  without  detriment  to  the 
preparation  for  the  particular  college  or  other  aim  in  view.  It  is 
urgently  advised  that  parents  study  with  their  children  the  needed 
preparation  for  the  end  in  view.  The  Principal  will  be  especially  glad 
to  be  of  service  to  parents  and  pupils  in  giving  other  information  and 
suggestions. 


COURSE  2. 

Commercial. 

We  believe  that  this  course  offers  the  best  preparation  of  its  kind 
that  can  be  had  short  of  a course  in  Finance  and  Accounting  in  col- 
lege. It  should  be  chosen  by  the  pupil  who  by  aptitude,  or  by  both 
aptitude  and  necessity,  is  to  enter  the  business  and  manufacturing 
world  on  the  office  side  of  that  work.  It  supposes  that  formal  edu- 
cation will  generally  end  with  the  high  school.  It  prepares  boys  and 
girls  for  immediate  work  in  the  office  as  bookkeepers  and  stenogra- 
phers, and  also  for  the  later  intelligent  direction  of  such  work.  The 
pupil  who  can  give  but  one  or  two  or  three  years  to  this  preparation 
will  find  himself  able  to  gain  a better  position  at  once,  even  if  he  can 
not  finish  the  four  years’  course,  than  those  not  so  prepared. 

This  very  fact,  however,  suggests  the  need  of  great  caution  lest 
it  be  chosen  by  those  whose  aptitudes  and  prospects  do  not  require 
them  to  prepare  for  immediate  wage  earning  in  this  line.  It  is  a high- 
ly specialized  course.  Hence  the  student  once  started  on  it  who  dis- 
covers that  it  is  not  for  him  will  find  considerable  difficulty  in  trans- 
ferring from  this  to  course  1,  and  then  the  transfer  is  accomplished 
only  at  some  sacrifice  of  time  in  order  to  complete  a high  school  course. 
In  short,  it  is  a much  easier  matter  to  go  from  course  1 into  course  2 
than  to  go  in  the  opposite  direction.  Yet  this  should  not  deter  the 
pupil  in  the  commercial  course  from  making  a change  when  its  ad- 
visability is  plainly  indicated. 

In  the  organization  of  the  commercial  course  in  the  Rochester 
High  Schools,  two  objects  were  kept  in  mind: 


239 


First — The  training  of  boys  and  girls  to  fill  business  positions  im- 
mediately upon  graduation  from  high  school,  and  to  win  rapid  pro- 
motion to  positions  of  responsibility  and  trust  by  reason  of  the  broad 
commercial  education  which  they  have  received  in  the  commercial  de- 
partment. 

Second — A preparation  for  the  new  and  important  higher  courses 
in  commerce,  accounts,  finance  and  administration  offered  by  many  of 
the  colleges  and  universities  of  this  country.  In  this  connection  it 
should  be  said  that  selection  of  the  commercial  course  no  longer  means 
that  one  must  be  satisfied  with  a high  school  training,  as  this  course, 
while  fitting  for  immediate  usefulness  and  future  growth,  also  paves 
the  way  to  university  study  of  a kind  that  prepares  for  large  and  im- 
portant service  and  correspondingly  large  rewards. 

Those  who  desire  a business  education  only  and  have  no  hope  of 
going  beyond  one,  two,  three  or  four  years  in  high  school,  may  choose 
the  commercial  course  and  receive,  not  only  instruction  in  the  techni- 
cal commercial  subjects,  but  also  in  many  of  the  subjects  that  are  con- 
sidered essential  to  a broad,  general  education.  All  subjects,  both 
commercial  and  academic,  will  be  taught  in  a manner  calculated  to 
secure  to  the  student  the  largest  possible  measure  of  cultural  and 
practical  benefit.  Graduates  of  this  course  will  receive  a thorough 
training  for  business  and,  at  the  same  time,  a sound  education  in  the 
best  sense  of  the  term. 

While  it  is  not  required  that  students  desiring  a general  business 
education  enter  upon  and  follow  strictly  the  course  here  outlined,  it 
is  strongly  advised  that  they  elect  the  subjects  that  have  been  univer- 
sally recognized  as  important  parts  of  a training  for  business,  and 
pursue  them  in  the  following  order: 


First  Year. 


Subjects  Weekly  Recitations 

English  (including  Simple  Business  Cor- 
respondence)   5 

Commercial  Mathematics  5 

Elementary  Bookkeeping,  Business 

Practice  and  Business  Writing 10 

Biology  5 


Points 

1 

1 

1 

1 


22  4 


240 


Second  Year. 


English  

5 

1 

Physical  Geography  (1st  half) 

Commercial  Geography  (2nd  half) .... 

5 

1 

Shorthand  or  Foreign  Language 

5 

1 

Advanced  Bookkeeping  

5 

1 

Typewriting  (Unprepared)  

5 

Vi 

25 

4/ 

Third  Year. 

English  

5 

1 

Commercial  Physics  

5 or  7 

1 

English  History  

5 

1 

Shorthand  or  Foreign  Language 

5 

1 

Office  Practice  

2 

% 

24 

41/4 

Fourth  Year. 

Commercial  English  and  Correspond- 

ence   

5 

1 

Advanced  American  History  and  Civics 

5 

1 

Mathematics,  Industrial  Chemistry  or 

Foreign  Language  

5 

1 

Commercial  Law  (1st  half) 

Economics  (2nd  half) 

5 

1 

Shorthand,  Reporting  Principles,  Princi- 

ples of  Accounting  or  Advertising  and 

Salesmanship  

2 

% 

22 

Wi 

Total 

93 

17  ‘ 

EXPLANATION. 

First  Year. 

It  will  be  noted  that  a pupil  who  remains  but  one  year  in  high 
school  will  make  considerable  improvement  in  English ; learn  the 
forms  and  principles  used  in  writing  business  letters ; get  a thorough 


241 


training  in  commercial  arithmetic  and  practical  algebra;  learn  the  fun- 
damental principles  of  bookkeeping  which  will  enable  him  to  take 
charge  of  a simple  set  of  books,  or  render  valuable  assistance  in  con- 
nection with  a more  elaborate  set ; gain  a good  knowledge  of  the  more 
common  commercial  forms  such  as  note,  check,  draft,  invoice,  re- 
ceipt, bill  of  lading,  etc.;  acquire  a good  business  hand;  and  secure 
some  serviceable  understanding  of  biologic  science,  including  phys- 
iology and  hygiene. 

Those  who  are  in  doubt  as  to  whether  they  can  remain  longer 
than  one  year  in  high  school  can  enter  upon  this  course  with  the  as- 
surance that  they  will  not  only  be  securing  a fair  business  education, 
but  that  they  will  be  prepared  to  go  on  through  the  course  with  no  loss 
of  time  should  the  way  open  for  them  to  do  so.  The  year’s  work  is 
a part  of  the  full  requirement  for  a thorough  business  education,  and 
yet  is,  in  a sense,  complete  in  itself.  No  one  need  hesitate  to  take  the 
work  as  regularly  outlined  because  he  has  no  hope  of  completing  the 
entire  course. 

A new  course  in  commercial  mathematics  has  been  prepared  to 
meet  the  needs  of  those  who  desire  to  secure  a business  training.  This 
course  will  consist  of  a thorough  drill  in  those  parts  of  arithmetic,  al- 
gebra and  geometry  (mensuration)  that  are  commonly  used  in  com- 
mercial and  industrial  occupations.  Facility  in  the  handling  of  arith- 
metical and  algebraic  computations  will  be  the  chief  object  of  the 
course. 

Second  Year. 

This  year’s  work  is  so  planned  as  to  strengthen  the  student’s 
knowledge  of  English ; give  him  a broad  training  in  physical  and  com- 
mercial geography,  which  will  help  him  properly  to  understand  the 
commercial  development  apparent  on  every  hand ; train  him  in  the 
science  of  bookkeeping  so  that  he  will  not  only  be  fitted  for  the  simpler 
office  positions  but  also  for  the  larger  opportunities  that  are  sure  to 
come  to  one  who  understands  the  more  complicated  principles  of  ad- 
vanced bookkeeping  embodied  in  modern  accounting  systems ; to  write- 
shorthand  at  a moderate  rate  of  speed  and  transcribe  on  the  type- 
writer with  a degree  of  facility  demanded  by  the  best  offices. 

Those  who  do  not  care  to  elect  shorthand  or  who  are  advised  not 
to  do  so  because  of  irremediable  weakness  in  English,  may  take  up  a 
foreign  language  this  year  and  continue  through  two  or  three  years. 


242 


Third  Year. 


Shorthand,  if  begun  in  the  second  year,  must  be  continued  this 
year  unless  the  student  is  given  special  permission  to  drop  it.  No  one 
is  advised  to  take  this  subject  with  a.  view  to  its  use  unless  he  is  will- 
ing to  continue  his  study  long  enough  in  high  school  or  elsewhere  to 
master  the  system  and  acquire  the  ability  to  write  at  a high  rate  of 
speed,  except  college  preparatory  students  who  will  find  a year  of  short- 
hand of  inestimable  value  to  them  both  in  their  college  work  and  in 
securing  part  time  positions  to  help  maintain  themselves  while  pur- 
suing college  courses. 

An  additional  office  practice  and  methods  course  is  offered  in  this 
year.  While  the  work  will  be  largely  along  the  lines  of  advanced  office 
practice,  some  valuable  bookkeeping  drill  will  be  a feature  of  the  course. 

Fourth  Year. 

A special  course  in  Commercial  English  and  Correspondence  has 
been  prepared  for  this  year. 

Students  may  elect  either  additional  work  in  shorthand  or  book- 
keeping.  Students  who  are  proficient  in  shorthand  and  bookkeeping, 
or  those  who  intend  to  enter  business  on  the  selling  side,  should  take 
the  courses  in  advertising  and  salesmanship  offered  this  year.  All  busi- 
ness students  should  take  these  courses  if  possible. 

Commercial  law,  economics,  advanced  American  history  and  civics 
form  an  important  group  for  fourth  year  commercial  students. 

The  Department  of  Chemistry,  in  addition  to  the  regular  work  in 
Chemistry,  offers  a course  in  Special  Physics  for  Girls. 

Nearly  every  device  that  is  used  in  the  home  by  girls  and  their 
mothers  has  its  underlying  principle  of  natural  science.  In  this  Special 
Physics  the  girl  is  brought  face  to  face  with  the  everyday  problems  of 
her  life  at  home  and  abroad.  She  is  trained  to  observe  accurately  and 
to  think  and  act  scientifically. 

The  construction,  manipulation,  and  efficiency  of  stoves,  furnaces, 
hot  water  heaters,  washing  machines,  vacuum  cleaners,  refrigerators, 
fireless  cookers,  thermos  bottles,  electric  flat  irons,  ‘toasters,  etc.,  form 
an  important  part  of  the  course. 

The  study  of  various  cleansing  agents,  laundry  methods,  removal 
of  stains,  soaps  and  their  adulteration,  bleaching,  dyeing,  milk  and 


243 


water  sanitation,  cooking  operations  and  precautions  against  accidents 
and  fire  give  a firm  grounding  in  the  facts  and  applications  of  some 
principles  of  chemistry. 

Careful  instruction  is  given  in  home  plumbing,  heating  and  ven- 
tilation, methods  of  lighting,  both  natural  and  artificial,  etc.  These 
and  other  topics  are  also  considered  from  the  standpoint  of  cost  and 
efficiency. 

In  all  cases  the  direct  bearing  of  a topic  upon  the  health  of  the 
girl  has  an  important  place,  e.  g.,  the  relation  of  kinds  and  methods  of 
lighting  to  the  proper  conditions  of  the  eve,  the  relation  of  health  to 
ventilation  and  humidity. 

Throughout  the  course  the  practical  side  is  emphasized  and  the 
girl  is  trained  to  natural  scientific  methods  of  thinking  and  doing.  She 
comes  to  love  science  as  a helpful,  interesting  subject  and  tool. 

The  aim  is  to  train  each  girl  to  a fuller  realization  of  her  oppor- 
tunities and  needs,  with  the  view  of  making  her  a more  efficient  and 
useful  woman  and  citizen. 

Applied  Physics  for  Boys. 

Physics  II. 

.This  course  is  offered  for  boys  who  wish  a practical  understanding 
of  physics,  but  who  do  not  wish  to  offer  physics  as  a requirement  for 
courses  leading  to  Engineering,  Medicine  or  Law.  This  course  is  the 
one  for  boys  designated  as  Commercial  Physics  in  the  Commercial 
Course  of  the  West  High  School.  It  is  also  a physics  recommended 
for  boys  in  the  classical  course  in  cases  where  it  is  not  to  be  offered 
for  college  entrance. 

Purpose. 

It  is  the  aim  of  the  department  in  this  course  in  physics  to  elim- 
inate as  far  as  possible  all  purely  mathematical  and  theoretical  aspects 
of  the  subject,  and  to  treat  Mechanics,  Sound,  Heat,  Light  and  Elec- 
tricity in  a practical  manner.  We  shall  deal  difectly  with  those  phys- 
ical principles  that  are  most  intimately  related  to  a boy’s  daily  experi- 
ence, with  a view  to  clarifying  his  mind  regarding  common  physical 
phenomena,  and  to  show  their  direct  connection  with  problems  con- 
fronting every  man  in  commercial  or  business  life. 


244 


Our  equipment  consists  of  types  of  all  fundamental  machines  of 
the  kind  actually  used  by  men  in  general  building  construction  and 
manufacturing  industries.  Many  of  these  machines  are  constructed 
and  mounted  by  the  students  in  this  department.  For  the  study  of 
electricity  we  have  a workable  electric  plant  consisting  of  a dynamo 
mounted  on  a concrete  foundation,  and  operated  by  a similarly  mounted 
steam  engine  or  gas  engine.  These  engines  were  mounted  in  concrete 
by  the  students  as  a regular  part  of  their  work.  In  electric  wiring  the 
boys  are  required  to  install  simple  bell  and  lighting  circuits  and  are 
taught  the  various  kinds  and  uses  of  primary  and  storage  batteries. 
They  are  also  taught  the  best  methods  of  arranging  batteries  for  gas 
engine  work,  electro-plating,  bells,  telegraphing,  etc.  The  wiring  for 
the  lights  in  the  power  plant  referred  to  above  was  done  by  regular 
students  in  this  course  in  Physics. 

In  the  study  of  light  the  boys  find  the  candle  power  and  cost  of 
operation  of  commercial  types  of  gas  and  electric  lights.  They  also 
learn  the  essential  principles  of  optics  as  applied  to  eyeglasses,  the 
camera,  the  simple  telescope,  etc. 

In  the  study  of  heat  the  following  topics  receive  special  attention : 
Heating  and  ventilation  of  buildings,  humidity  of  the  air  and  its  effect 
on  climatic  conditions  and  health,  refrigeration  and  artificial  ice  manu- 
facture, and  the  elementary  principle  of  steam  and  gas  engine  operation. 

The  topic  of  sound  receives  only  such  attention  as  time  will  per- 
mit. It  is  the  intention  of  the  department  to  teach  the  nature  of  sound, 
cause  of  echoes,  and  the  principles  of  sound  as  applied  to  telephones 
and  phonographs,  and  underlying  the  operation  of  musical  instruments 
in  general. 

This  course  covers  one  year's  work,  three  periods  per  week  of 
recitation  and  two  periods  per  week  in  laboratory.  The  boy  who  com- 
pletes the  year's  work  in  a satisfactory  manner  may  offer  it  to  meet  the 
entrance  requirements  of  the  classical  and  philosophical  courses  in  cer- 
tain colleges  provided  he  can  secure  a recommendation  from  the  head 
of  the  physics  department. 


245 


Book  List 


Title. 

Primary  Arithmetic 
Advanced  Arithmetic 


List  of  Books  Used  in  the  Grades. 
Arithmetic. 

Author. 

Smith 


Text  Book  in  Art  Education 
(Books  V,  VI,  VII.) 


Natural  Elementary  Geog- 
raphy 

Natural  Advanced  Geog- 
raphy 


Guide  Book  to  English 


The  Modern  Music  Series 
(First  Book,  Primer,  Sec- 
ond Book,  Third  Alter- 
nate) 


Smith 

Art. 

Prang 

Geography. 

Redway  & Hinman 
Redway  & Hinman 

Grammar. 

Gilbert  & Harris 
History. 

Mace 
Gordy 


Publisher. 

Ginn  & Co. 
Ginn  & Co. 


A.  B.  C. 
A.  B.  C. 

Silver,  Burdett  & Co. 


Rand,  McNally  Co. 

Scribner 

Fisk  Houghton,  Mifflin  & Co. 

Eggleston  (New  Century)  A.  B.  C. 
Montgomery  Ginn  & Co. 

Music. 


Eleanor  Smith  Silver,  Burdett  & Co. 


246 


A.  B.  C. 


Physiology. 

Health  Lessons,  Book  I Davison 
Elementary  Physiology  and 

Hygiene  Conn  Silver,  Burdett  & Co. 


Readers. 

Stepping  Stones  to  Litera- 
ture 

(Books  I to  VIII)  Gilbert  & Arnold  Silver,  Burdett  & Co. 

Spellers. 

Part  I,  Part  II  Alexander  Longmans,  Green  & Co. 


Mills  System 


Writing. 


Supplementary  Book  List. 


Grade  I. 

Title. 

Author. 

Publisher. 

Child  Classic  Primer 

Alexander 

Bobbs,  Merrill  & Co. 

Brooks  Primer 

Brooks 

D.  Appleton  & Co. 

Brownie  Primer 

Banta 

A.  Flanagan  Co. 

Bender  Primer 

Bender 

C.  E.  Merrill  & Co. 

Art  Lit.  Reader  Bk.  I 

Chutter  Atkinson,  Mentzer  & Grover 

Art  Lit.  Primer 

Grover  Atkinson,  Mentzer  & Grover 

Folklore  Primer 

Grover  Atkinson,  Mentzer  & Grover 

Holton  Primer 

Holton 

Rand,  McNally  Co. 

Graded  Lit.  Bk.  I 

Judson  & Bender 

C.  E.  Merrill  & Co. 

Oriole  Stories 

Lane 

Ginn  & Co. 

Wide  Awake  First  Reader 

Murray 

Little,  Brown  & Co. 

Sunshine  Primer 

Noyes  & Guild 

Ginn  & Co. 

Summers  Primer 

Summers 

F.  D.  Beatty  & Co. 

Summers  First  Reader 

Summers 

F.  D.  Beatty  & Co. 

First  Reader 

Wade  & Sylvester 

Ginn  & Co. 

Grade  II. 

Boy  Blue  and  His  Friends 

Blaisdell 

Little,  Brown  & Co. 

Bow  Wow  and  Mew  Mew 

Craik 

C.  E.  Merrill  & Co. 

Around  the  World,  Bk.  I 

Carroll 

Silver,  Burdett  & Co~ 

247 


Eugene  Field  Reader 

Cooley  & Harris 

Chas.  Scribner’s  Sons 

Cave  Men 

Dopp 

Rand,  McNally  Co. 

Tree  Dwellers 

Dopp 

Rand,  McNally  Co. 

Work  that  is  Play 

Gardner 

A.  Flanagan  & Co. 

Banbury  Cross  Stories 

Howard 

C.  E.  Merrill  & Co. 

A Book  of  Plays  for  Little 
Actors 

Johnson  & Barnum  American  Book  Co. 

Graded  Lit.  Bk.  II 

Judson  & Bender 

C.  E.  Merrill  & Co. 

Eskimo  Stories 

Smith 

Rand,  McNally  Co. 

Three  Little  Cotton  Tails 

Smith 

A.  Flanagan  & Co. 

Classic  Fables 

Turpin 

C.  E.  Merrill  & Co. 

Fairy  Tale  and  Fable 

Thompson 

Silver,  Burdett  & Co. 

Lodrix 

Wiley  & Edick 

D.  Appleton  & Co. 

Wheeler’s  Graded  Reader, 
Book  II 

Wheeler 

W.  H.  Wheeler  & Co. 

Seven  Little  Sisters 

Grade  III. 
Andrew 

Ginn  &.  Co. 

Child  Lore  Dramatic  Reader 

Brice 

Chas.  Scribner’s  Sons 

Alice  in  Wonderland 

Carroll 

C.  E.  Merrill  & Co. 

Art  Lit.  Bk.  Ill 

Chutter  Atkinson,  Mentzer  & Co. 

Around  the  World,  Bk.  Ill 

Carroll 

Silver,  Burdett  & Co. 

Heroes  of  Myth 

Gilbert  & Price 

Silver,  Burdett  & Co. 

Dick  Whittington  and 
Other  Stories 

Howard 

C.  E.  Merrill  & Co. 

Graded  Lit.  Bk.  Ill 

Judson  & Bender 

C.  E.  Merrill  & Co. 

Big  People  and  Little  Peo- 
ple of  Other  Lands 

Shaw 

American  Book  Co. 

Fairy  Tales 

Shaw 

Newson  & Co. 

Fables  and  Folk  Stories 

Scudder  Houghton,  Mifflin  & Co. 

Ten  Little  Boys 

Grade  IV. 
Andrew 

Ginn  & Co. 

Good  Health  for  Boys  and 
Girls 

Brown 

D.  C.  Heath  & Co. 

Fifty  Famous  Stories  Retold 

Baldwin 

American  Book  Co. 

North  America 

Carpenter 

American  Book  Co. 

South  America 

Carpenter 

American  Book  Co. 

Adventures  of  Pinocchio 

Collodi 

Ginn  & Co. 

Great  Americans  for  Little 
Americans 

Eggleston 

American  Book  Co. 

248 


Friends  and  Helpers 

Eddy 

Ginn  & Co. 

Wandering  Heroes 

Gilbert  & Price 

Silver,  Burdett  & Co. 

Howell’s  Story  Book 

Howell 

Chas.  Scribner’s  Sons 

Viking  Tales 

Hall 

Rand,  McNally  Co. 

Norse  Stories 

Mabie 

Rand,  McNally  Co. 

Exploration  and  Discovery 

Pratt 

D.  C.  Heath  & Co. 

The  Beginner’s  Book 

Pratt 

D.  C.  Heath  & Co. 

Discoverers  and  Explorers 
Children’s  Classics  in 

Shaw 

American  Book  Co. 

Dramatic  Form 

Stevenson 

Houghton,  Mifflin  & Co. 

Grimms  Fairy  Tales 

Turpia 

C.  E.  Merrill  & Co. 

Grade  V, 

Old  Stories  of  the  East 

Baldwin 

American  Book  Co. 

Our  American  Neighbors 

Coe 

Silver,  Burdett  & Co. 

Spyri’s  Heidi 

Dole 

Ginn  & Co. 

Amer.  Life  and  Adventure 

Eggleston 

American  Book  Co. 

The  Western  U.  S. 

Fairbanks 

D.  C.  Heath  & Co. 

Story  of  the  Greeks 

Guerber 

American  Book  Co. 

Four  Old  Greeks 

Hall 

Rand,  McNally  Co. 

Moni,  The  Goat  Boy 

Kunz 

Ginn  & Co. 

Hiawatha 

Longfellow 

C.  E.  Merrill  & Co. 

Pioneers  on  Land  and  Sea 

McMurray 

The  MacMillan  Co. 

First  Steps  in  History  of 
Our  Country 

Mowry 

Silver,  Burdett  & Co. 

Lads  and  Lassies  of  Other 

Days 

Price 

Silver,  Burdett  & Co. 

Everyday  Life  in  the 
Colonies 

Stone  & Fickett  D.  C.  Heath  & Co. 

Stories  of  the  Ancient  Greeks  Shaw 

4 Ginn  & Co. 

Fanciful  Tales 

Stockton 

Chas.  Scribner’s  Sons 

Story  of  the  Greek  People 

Tappan 

Houghton,  Mifflin  & Co. 

Anderson’s  Fairy  Tales 

Turpin 

C.  E.  Merrill  & Co. 

Grade  VI. 

Marco  Polo 

Atherton 

D.  Appleton  & Co. 

Europe 

Carpenter 

American  Book  Co. 

Asia 

Carpenter 

American  Book  Co. 

Africa 

Carpenter 

American  Book  Co. 

Nurnberg  Stove 

Louisa  Dela-Rame  C.  E.  Merrill  & Co. 

249 


Heroes  of  Chivalry 

Gilbert  & Maitland  Silver,  Burdett  & Co. 

Amer.  Heroes  and  Leaders. 

Gordy 

Chas.  Scribner’s  Sons 

Snow  Image 

Hawthorne 

Newson  & Co. 

Tales  from  Shakespeare 

Lamb 

D.  C.  Heath  & Co. 

Stories  from  Chaucer 

Lang 

E.  P.  Dutton  & Co. 

Stories  from  Spencer 

Lang 

E.  P.  Dutton  & Co. 

Robin  Hood 

Lang 

E.  P.  Dutton  & Co. 

William  Tell 

Me  Murray 

Silver,  Burdett  & Co. 

Black  Beauty 

Sewell 

Newson  & Co. 

Boys  of  Other  Countries 

Taylor 

G.  P.  Putman’s  Sons 

Krag  and  Johnny  Bear 

Seton  Thompson  Chas.  Scribner’s  Sons 

Last  of  Mohicans 

Grade  VII. 
Cooper 

The  MacMillan  Co. 

The  Spy 

Cooper 

Newson  & Co. 

Town  ahd  City 

Gulick 

Ginn  & Co. 

Stories  from  13  Colonies 

Guerber 

American  Book  Co. 

Washington  and  His  Coun- 
try 

Irving 

Ginn  & Co. 

Miles  Standish 

Longfellow 

Houghton,  Mifflin  & Co. 

Evangeline 

Longfellow 

Houghton,  Mifflin  & Co. 

Around  the  World  in  the 
Sloop  Spray 

Slocum 

Chas.  Scribner’s  Sons 

Snow  Bound 

Whittier 

Houghton,  Mifflin  & Co. 

Commercial  Geography 

Grade  VIII. 
Adams 

D.  Appleton  & Co. 

How  the  World  is  Fed 

Carpenter 

American  Book  Co. 

How  the  World  is  Clothed 

Carpenter 

American  Book  Co. 

Plants  and  Their  Children 

Dana 

American  Book  Co. 

Little  Nell 

Dickens 

Newson  & Co. 

Odyssey 

Homer 

The  MacMillan  Co. 

Twice  Told  Tales 

Hawthorne 

C.  E.  Merrill  & Co. 

Ninety-Three 

Hugo 

Newson  & Co. 

Tanglewood  Tales 

Hawthorne 

Houghton,  Mifflin  & Co. 

Franklin,  His  Life 

Montgomery 

Ginn  & Co. 

Treasure  Island 

Stevenson 

The  MacMillan  Co. 

Tales  of  a Grandfather 

Scott 

Ginn  & Co. 

250 


List  of  Books  Used  in  the  High  Schools. 
Commercial. 


Name. 

Author. 

Publisher. 

Modern  Illustrative  Book- 
keeping 

Neal  & Cragin 

A.  B.  C. 

Commercial  Arithmetic 

Van  Tuyl 

Ginn  & Co. 

Vocational  Algebra 

Wentworth  & Smith 

Ginn  & Co. 

Commercial  Law 

Gano 

A.  B.  C. 

Modern  Business  Penman- 
ship 

Mills 

A.  B.  C. 

Commercial  Geography 

Brigham 

Ginn  & Co. 

Elementary  Economics 

Ely  & Wicker 

MacMillan 

Physical  Geography 

Dryer 

A.  B.  C. 

Manual  of  Shorthand 

Course  of  Study — 63  Gos  7353 

Dictation  of  Exercises 

Gregg 

Gregg  Pub.  Co. 

Rational  Typewriting 

Eldredge 

A.  B.  C. 

Introduction  to  Physical 
Geography 

SoRelle 

Gregg 

High  School  Geography 

Gilbert  & Brigham 

Appleton 

Elementary  Economics 

Dryer 

A.  B.  C. 

Laboratory  Manual  in  Phy- 

Burch & Nearing 

MacMillan 

sical  and  Commercial 
Geography 

Tarr  & Von  Engeln 

MacMillan 

English  Language 

English. 

Meiklejohn 

Heath 

Rhetoric 

Gardner,  K.  & A. 

Ginn  & Co. 

Henry  the  Fifth 

Shakespeare 

Everyman 

Burke’s  Conciliation 

Appleton  Edition 

A Selection  from  the  Great 
English  Poets 

Cody 

McClurg 

Ivanhoe 

Scott 

As  You  Like  It 

Shakespeare 

Merrill 

Irving  Sketch  Book 
An  Inland  Voyage  and 
Travels  with  a Donkey 

Stevenson 

MacMillan 

Bunker  Hill  Orations 

Webster 

Merrill 

Silas  Marner 

Eliot 

Selections  from  Lincoln 

Merrill 

Julius  Caesar 

Merrill 

251 


Tale  of  Two  Cities 

Dickens 

House  of  Seven  Gables 

Hawthorne 

Essay  on  Compensation 

Emerson  Houghton 

, Mifflin  & Co. 

Burke’s  Speech  on  America 

A.  B.  C. 

Macbeth 

Shakespeare 

Merrill 

Essay  on  Burns 

Carlyle 

Merrill 

Composition-Rhetoric 

Scott  & Denney 

Allyn  & Bacon 

Eastern  Nations  and  Greece 

History. 

Myers 

Ginn  & Co. 

Roman  History 

Myers 

Ginn  & Co. 

Outlines  of  Ancient  History 

Morey 

A.  B.  C. 

Ancient  World 

West 

Allyn  & Bacon 

The  Middle  Ages 

Myers 

Ginn  & Co. 

The  Modern  Age 

Myers 

Ginn  & Co. 

Mediaeval  and  Modern 
European  History 

Harding 

A.  B.  C. 

Mediaeval  and  Modern 
European  History 

Bourne 

Longmans, 

Facts  of  English  History 

Ginn  & Co. 

Short  History  of  England 

Cheyney 

Ginn  & Co. 

Essentials  in  English  History  Wolter 

A.  B.  C. 

History  of  the  British  Nation  Wrong 

Appleton 

Student’s  History  of 
United  States 

Channing 

MacMillan 

American  History 

James  & Sanford 

Scribner 

Advanced  Civics 

Forman 

Century 

Actual  Government  of 
New  York 

Boynton 

Ginn  & Co. 

English  History 

Montgomery 

Outlines  of  English  History 

Trenholme 

Ginn  & Co. 

American  History 

McLaughlin 

Appleton 

American  Republic 

Forman 

Century 

Latin  and  Greek. 

School  Iliad 

Seymour 

Ginn  & Co. 

Xenophon’s  Anabasis 

Goodwin  & White 

Ginn  & Co. 

Greek  Prose  Composition 

Pearson 

A.  B.  C. 

Greek  Grammar 

Goodwin 

Ginn  & Co. 

First  Greek  Book 

White 

Ginn  & Co. 

252 


Virgil’s  Aeneid 

Greenough  & Kittredge 

Ginn  & Co. 

Select  Orations  of  Cicero 
with  Letters 

D’Ooge 

Sanborn 

Latin  Composition  on 
Cicero  only 

Pearson 

A.  B.  C. 

Latin  Grammar 

Bennett 

Allyn  & Bacon 

Latin  Grammar 

Allen  & Greenough 

Ginn  & Co. 

Caesar’s  Gallic  War 
(N.  Y.  Ed.) 

Gunnison  & Harley 

Silver  & Burdett 

Latin  Lessons 

Smith 

Allyn  & Bacon 

Latin  Prose  Composition 
Parts  2 and  3 combined 

D’Ooge 

Ginn  & Co. 

First  Latin  Book 

Hale 

Atkinson 

New  Cicero  (with  quantities 
marked) 

Mentzer  & Grover,  rev.  ed. 

Mathematics. 

Elementary  Algebra 

Hawkes,  Luby  & Touton  Ginn  & Co. 

Intermediate  Algebra 

Hawkes,  Luby  & Touton  Ginn  & Co. 

Advanced  Algebra 

Schultze 

MacMillan 

Elementary  Geometry 

Wentworth  & Smith 

Ginn  & Co. 

Solid  Geometry 

Wentworth  & Smith 

Ginn  & Co. 

Trigonometry,  Plane  and 

Spherical  Tables 

Wentworth  & Smith 

Ginn  & Co. 

Plane  Geometry 

Betz  & Webb 

Ginn  & Co. 

Plane  Trigonometry 
(with  tables) 

Durrell 

Merrill 

Modern  Language. 

German  Grammar 

Bacon 

Allyn  & Bacon 

Elements  of  German 

Becker-Rhoades  Scott,  Foresman  & Co. 

Im  Vaterland 

Bacon 

Allyn  & Bacon 

Immensee,  Germelhausen, 
Lindenbaum 

Manley  Scott, 

Foresman  & Co. 

Wilhelm  Tell 

Schiller 

Holt 

Hermann  und  Dorthea 

Goethe 

Ginn  & Co. 

German  Composition 

Pope 

Holt 

Elements  of  German  Syntax 

Von  Hageman 

Holt 

Complete  French  Course, 

* 

Revised 

Chardenal 

Allyn  & Bacon 

Lectures  Faciles 

Lazere 

Heath 

Essentials  of  French 

Francois 

A.  B.  C. 

253 


Science. 


Human  Body  and  Health 
First  Principles  of  Chemistry 
Text  Book  of  Physics 
Physics 

First  Principles  of  Physics 
Essentials  of  Biology 
Animal  Life 
Botany  Key  and  Flora 
Chemistry 

Sanitary  and  Applied  Science 
E.  H.  S. 


Davison 

Brownlee  and  others 
Linebarger 

Mann  & Twiss  Scott, 
Carhart  & Chute 
Hunter 

Jordan  & Kellogg 

Bergen 

Newell 

Bailey 


A.  B.  C. 
Allyn  & Bacon 
Heath 
Foresman  & Co. 
Allyn  & Bacon 
A.  B.  C. 
Appleton 
Ginn  & Co. 
Heath 

MacMillan 


254 


